Putting the “Self” in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors

Arslan S. (2014). An investigation of the relationships between metacognition and self-regulation with structural equation. International Journal of Educational Sciences, 6(3), 603–611. https://doi.org/10.15345/iojes.2014.03.009

Briesch A. M. Chafouleas S. M. Chaffee R. K. (2018). Analysis of state-level guidance regarding school-based, universal screening for social, emotional, and behavioral risk. School Mental Health, 10, 147–162. https://doi.org/10.1007/s12310-017-9232-5

Brown T. Galindo C. Quarles B. Cook A. L. J. (2019). Self-efficacy, dropout status, and the role of in-school experiences among urban, young adult school-leavers and non-leavers. The Urban Review, 51, 816–844. https://doi.org/10.1007/s11256-019-00508-3

Bruhn A. L. Gilmour A. Rila A. Van Camp A. Sheaffer A. Hancock E. Fernando J. Wehby J. H. (2022). Treatment components and participant characteristics associated with outcomes in self-monitoring interventions. Journal of Positive Behavior Interventions, 24(2), 156–168. https://doi.org/10.1177/1098300720946651

Bruhn A. L. Waller L. Hasselbring T. S. (2016). Tweets, texts and tablets: The emergence of technology-based self-monitoring. Intervention in School and Clinic, 51(3), 157–162. https://doi.org/10.1177/1053451215585803

Brunwasser S. M. Gillham J. E. Kim E. S. (2009). A meta-analytic review of the Penn resiliency program’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77, 1042–1054. https://doi.org/10.1037/a0017671

Clarke G. N. Rhode P. Lewinsohn P. M. Hops H. Seeley J. R. (1999). Cognitive-behavioral treatment of adolescent depression: Efficacy of acute group treatment and booster sessions. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 272–279. https://doi.org/10.1097/00004583-199903000-00014

Estrapala S. Bruhn A. L. Rila A. (2021). Behavioral self-regulation: A comparison of goals and self-monitoring for high school students with disabilities. Journal of Emotional and Behavioral Disorders. Advance online publication. https://doi.org/10.1177/10634266211051404

Estrapala S. Reed D. K. (2010). Goal-setting instruction: A step-by-step guide for high school students. Intervention in School and Clinic, 55(5), 286–293. https://doi.org/10.1177/1053451219881717

Estrapala S. Rila A. Bruhn A. L. (2018). Don’t quit cold turkey: Systematic fading to promote sustained behavioral change. TEACHING Exceptional Children, 51, 54–61. https://doi.org/10.1177/0040059918790567

Estrapala S. Bruhn A. L. Rila A. (2021). Behavioral self-regulation: A comparison of goals and self-monitoring for high school students with disabilities. Journal of Emotional and Behavioral Disorders. Advanced online publication. https://doi.org/10.1177/10634266211051404

Gage N. (2013). Characteristics of students with emotional disturbance manifesting internalizing behaviors: A latent class analysis. Education and Treatment of Children, 36, 127–145. https://doi.org/10.1353/etc.2013.0038

Gardner T. W. Dishion T. J. Connell A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36, 273–284. https://doi.org/10.1007/s10802-007-9176-6

Gresham F. Elliott S. N. (2008). SSIS: Social skills improvement system-ratings scale manual. Pearson

Hagiwara M. Shogren K. A. Leko M. (2017). Reviewing research on the self-determined learning model of instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders, 1(1), 3–13. https://doi.org/10.1007/s41252-017-0007-7

Hagler M. Banyard V. Grych J. Hamby S. (2016). The ups and downs of self-regualtion: Tracing the patterns of regulatory abilities from adolescence to middle adulthood in a rural sample. Journal of Rural Mental Health, 40, 164–179. https://doi.org/10.1037/rmh0000053

Kalberg J. R. Lane K. L. Driscoll S. Wehby J. H. (2011). Systematic screening for emotional and behavioral disorders at the high school level: A formidable and necessary task. Remedial & Special Education, 32, 506–520. https://doi.org/10.1177/0741932510362508

Kamphaus R. W. Reynolds C. R. (2015). BASC-3 behavioral and emotional screening system. NCS Pearson Inc.

Korinek L. (2015). Promoting self-determination through the FBA/BIP process. Preventing School Failure, 59(2), 98–108. https://doi.org/10.1080/1045988X.2013.843149

Locke E. Latham G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705–717. https://doi.org/10.1037//0003-066X.57.9.705

McIntosh K. Ty S. V. Miller L. D. (2014). Effects of school-wide positive behavioral interventions and supports on internalizing problems: Current evidence and future directions. Journal of Positive Behavior Interventions, 16, 209–218. https://doi.org/10.1177/1098300713491980

Merikangas K. He J.-P. Burstein M. Swanson S. Avenevoli S. Cui L. Benjet C. Georgiades K. Swendsen J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49, 980–989. https://doi.org/10.1016/j.jaac.2010.05.017

Poppen M. Sinclair J. Hirano K. Lindstrom L. Unruh D. (2016). Perceptions of mental health concerns for secondary students with disabilities during transition to adulthood. Education and Treatment of Children, 39, 221–246. https://doi.org/10.1353/etc.2016.0008

Shogren K. A. Villarreal M. G. Lang K. Seo H. (2017). Mediating role of self-determination constructs in explaining the relationship between school factors and postschool outcomes. Exceptional Children, 83(2), 165–180. https://doi.org/10.1177/0014402916660089

Shogren K. A. Wehmeyer M. L. Palmer S. B. Forber-Pratt A. J. Little T. D. Lopez S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 256–263.

Thompson A. M. (2014). A randomized trial of the self-management training and regulation strategy for disruptive students. Research on Social Work Practice, 24, 414–427. https://doi.org/10.1177/1049731513509691

Wang M. Fredricks J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85, 722–737. https://doi.org/10.1111/cdev.12138

Wehmeyer M. L. (2015). Framing the future: Self-determination. Remedial & Special Education, 36(1), 20–23. https://doi.org/10.1177/0741932514551281

Wehmeyer M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research & Practice for Persons with Severe Disabilities, 30(3), 113–120. https://doi.org/10.2511/rpsd.30.3.113

White S. W. Albano A. M. Johnson C. R. Kasari C. Ollendick T. Klin A. Oswald D. Scahill L. (2010). Development of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism. Clinical Child and Family Psychology Review, 13, 77–90. https://doi.org/10.1007/s10567-009-0062-3