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  • SOS: Helping Students Become Independent Learners
Challenge
Initial Thoughts
Perspectives & Resources

Why do you suppose Zach and Alexandra can’t stay on task and are so easily distracted? (Opinion Question: No Resources)

What might Ms. Torri consider to help her students stay on task and also help her regain some lost instructional time?

  • 1: Self-Directed Versus Teacher-Directed Strategies
  • 2: Self-Regulation
  • 3: Guidelines for Use: Who, What, When, Where, and Why?

What techniques will help Alexandra and Zach become independent learners, and how can they gain those skills?

  • 4: Self-Monitoring
  • 5: Self-Instruction
  • 6: Goal-Setting
  • 7: Self-Reinforcement
  • 8: Multiplying Success

Resources

  • 9: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

Resources

Page 9: References, Additional Resources, and Credits

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/

References

Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.

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.

Additional Resources

Articles

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).

non-verbal 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 non-verbal 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.

Books

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.

Credits

Content Expert:

Robert Reid

Module Developers:

Janice Brown
Susan Flippin
Don Plank
Kim Skow
Deb Smith
Naomi Tyler
Zina Yzquierdo

Module Production Team:

Editors:
Kimberly McColl
Erin Spinka
Jason Miller

Reviewers: 
Sarah Anderson
Janice Brown
Susan Flippin
Torri Lienemann
Jason Phelan
Kim Skow
Deb Smith
Naomi Tyler
Debbie Whelan
Zina Yzquierdo

Permissions: 
Susan Flippin

Transcriptions: 
Pamela Dismuke
Dominique Quabner

Clerical duties: 
Tiffany Roberts
Marona Graham-Bailey
Gina DeVito
Catherine Greeley-Bennett

Audio engineer: 
Tim Altman

Media editors/ technical support:
Erik Dunton
Jason Phelan
John Harwood

Web master: 
John Harwood

Media

Illustrator: 
Kerri Charlton

Narration: 
Tim Altman

Graphics:
Microsoft Clipart

Photos: 
“Tom Lovitt” courtesy of Vanderbilt University
“Torri Lienemann” courtesy of Torri Lienemann
“Robert Reid” courtesy of Torri Lienemann 
“Karen Harris” courtesy of The IRIS Center 
“Sabre” courtesy of Torri Lienemann 
“Sabre’s mom” courtesy of Torri Lienemann

All other media and images courtesy of the IRIS Center.

Expert Interviews:

Tom Lovitt (p. 2)
Robert Reid, (pp. 4 Activity link, 5)
Karen Harris (pp.5, 8)
Sabre (pp. 8)
Amy (Sabre’s mom) (p. 8)
Torri Lienemann (p. 8)

When you are ready, proceed to the Wrap Up section.

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