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Abstract

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Keywords

self-regulation efficacy/effectiveness strategies instruction of EBD

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Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

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Keywords

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