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The Effects of Self-Regulation Strategies on Goal Attainment for Students with Developmental Disabilities in General Education Classrooms

  • Michael L. Wehmeyer
  • Danna Yeager
  • Nancy Bolding
  • Martin Agran
  • Carolyn Hughes
Article

Abstract

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.

self-regulation developmental disabilities general education classroom student-directed learning self-monitoring 

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Copyright information

© Plenum Publishing Corporation 2003

Authors and Affiliations

  • Michael L. Wehmeyer
    • 1
  • Danna Yeager
    • 2
  • Nancy Bolding
    • 2
  • Martin Agran
    • 3
  • Carolyn Hughes
    • 4
  1. 1.Department of Special EducationUniversity of KansasLawrence
  2. 2.Beach Center on DisabilityUniversity of KansasLawrenceKansas
  3. 3.Department of Special EducationUniversity of Northern IowaCedar Falls
  4. 4.Department of Special EducationVanderbilt UniversityNashville

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