Page 9: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2008). SOS: Helping students become independent learners. Retrieved from https://iris.peabody.vanderbilt.edu/module/sr/
Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40(1), 3–13.
Daly, P. M., & Ranalli, P. (2003). Using countoons to teach self-monitoring skills. Teaching Exceptional Children, 35(5), 30–35.
Ellis, E. E., & Friend, P. (1991). Adolescents with learning disabilities. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 505–561). San Diego: Academic Press.
Graham, S., Harris, K. R., & Reid, R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24, 116.
Gumpel, T.P., & Shlomit, D. (2000). Exploring the efficacy of self-regulatory training as a possible alternative to social skills training. Behavioral Disorders, 25, 131–141.
Harris, K., Reid, R., & Graham, S. (2004). Self-regulation among children with LD and ADHD. In B. Y. L. Wong (Ed.), Learning about learning disabilities, 3rd ed., pp. 281–313. San Diego: Elsevier Academic Press.
Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 262–272.
Kerr, M. M., & Nelson, C. M. (1998). Strategies for managing behavior problems in the classroom (3rd ed.). New Jersey: Prentice-Hall.
Lovitt, T. (Speaker). (2005). Self-regulation [Interview]. Nashville, TN: The IRIS Center for Faculty Enhancement, Peabody College, Vanderbilt University.
Lovitt, T. C. (1973). Self-management projects with children with behavioral disabilities. Journal of Learning Disabilities, 6, 15–18, 20–28.
Lovitt, T. C. (1977). In spite of my resistance: I’ve learned from children. Columbus, OH: Merrill.
McDougall, D., & Brady, M. P. (1998). Initiating and fading self-management interventions to increase math fluency in general education classes. Exceptional Children, 64, 151–166.
Moxley, R. A. (1998). Treatment-only designs and student self-recording as strategies for public school teachers. Education and Treatment of Children, 21(1), 37–61.
Reid, R., & Lienemann, T. (2006). Strategy instruction for children with learning disabilities: What it is and how to do it. New York: Guilford Press.
Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3–17.
Sleight, D. A. (1997). Self-regulated learning during non-linear self- instruction. Retrieved April 22, 2005, from http://www.msu.edu/~sleightd/srl.html. Michigan State University, Department of Educational Psychology.
Smith, D., & Rivera, D. M. (1993). Effective discipline (2nd ed.). Austin, TX: PRO-ED.
Smith, D. D. (2004). Introduction to special education: Teaching in an age of opportunity (5th ed.). Boston: Pearson A & B.
Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental and Physical Disabilities, 15(1), 79–91.
Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.
Workman, E. A. (1982). Teaching behavior self-control to students. Austin, TX: PRO-ED.
Gunter, P. L., Miller, K. A., Venn, M. L., Thomas, K., & House, S. (2002). Self- graphing to success: Computerized data management. Teaching Exceptional
Children, 35(2), 30–34.
This article proffers a solution to a problem that all teachers face in trying to find the time to collect data on their students and still teach. It recommends that students with disabilities use Microsoft Excel to record and graph data pertaining to their academic or social behavior. The article outlines the steps involved in creating a self-graphing process in the classroom, which include preparing the computer and training the students to enter their own data. Self-graphing is beneficial for students because it allows them to monitor their progress, and for teachers because it allows them to devote more time to teaching.
Singer, B. D., & Bashir, A. S. (1999). What are executive functions and self- regulation and what do they have to do with language-learning disorders? Language, Speech and Hearing Services in Schools, 30, 265–273.
This article defines executive functions and self-regulation and discusses how the reciprocity of these factors impacts the performance of students with language-learning disorders (LLD).
Nonverbal Learning Disorders. (n.d.). Implementing self-regulation and self- monitoring in the classroom. Retrieved April 25, 2005, from http://www.nldline.com/self_regulation.htm.
This article describes the difference between self-regulation and self-monitoring, highlighting the benefits and implementation of each. You can visit the NLDline Website for useful information about nonverbal learning disabilities.
Roberts, G. J., Solis, M., & Chance, B. (2019). Embedding self-regulation into reading interventions to support reading and behavior outcomes. TEACHING Exceptional Children, 52(2), 78–86.
This article is a wonderful place to start for anyone wishing to embed self-regulation strategies into their reading instruction. The authors lead readers through the initial steps of identifying and defining reading and behavior goals, to introducing those goals to students in a productive and meaningful way, to goal monitoring throughout the course of instruction and much more.
Shapiro, E. S., & Cole, C. L. (1994). Behavior change in the classroom: Self- management interventions. New York: Guilford Press.
This book contains an introduction and a literature review for self-management interventions. It describes different self-management intervention strategies and how to implement them. Case illustrations are included to demonstrate featured techniques.
O’Keefe, E. J., &. Berger, D. S. (2000). Self-management for college students: The ABC approach. Hyde Park, NY: Partridge Hill Publishers.
This how-to-study book offers behavioral tools for managing different aspects of learning. Chapters address the following: managing time; increasing motivation; ending procrastination; improving grades; strengthening relationships; communicating effectively; raising self-confidence; and increasing positive feelings, behaviors, and thoughts.