The Effects of Self-Regulation Strategies on Goal Attainment for Students with Developmental Disabilities in General Education Classrooms
Developmental disabilities, General education classroom, Self-monitoring, Self-regulation, Student-directed learning
Journal of Developmental and Physical Disabilities
Self-regulation and other student-directed learning strategies have the potential to benefit students with developmental disabilities and mental retardation in general education classrooms. However, to date, there is little information about use of such strategies in general education classrooms, particularly at the secondary education level. This study examined the effect of a self-regulation multicomponent process (antecedent cue regulation or self-monitoring with self-evaluation and self-reinforcement) with 3 students with developmental disabilities in typical classrooms. Use of the self-regulation strategies improved adaptive behaviors related to class participation or decreased problem behaviors for all students. Also, teachers working with students indicated that they had exceeded their expectations for achieving goals related to the target behaviors. The potential for use of self-regulation strategies to promote successful inclusion is discussed.
Department of Special Education
Original Publication Date
DOI of published version
Wehmeyer, Michael L.; Yeager, Danna; Bolding, Nancy; Agran, Martin; and Hughes, Carolyn, "The Effects of Self-Regulation Strategies on Goal Attainment for Students with Developmental Disabilities in General Education Classrooms" (2003). Faculty Publications. 3278.