Lessons Learned from Implementing Self-Regulated Strategy Development with Students with Emotional and Behavioral Disorders in Alternative Educational Settings

Abstract

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief synthesis of this body of SRSD research is presented, which represents SRSD implementation in individualized, small-group, and class-wide formats using group and single-case research design methodology. Lessons learned from this research are presented to inform both practitioners and researchers, including guidelines for overcoming the unique barriers to SRSD implementation that students with EBD in alternative education settings may present. Lessons learned include the need for (a) developing strategies for increasing students’ academic engagement, (b) further addressing behavioral and academic needs, (c) overcoming issues of truancy and transience, (d) promoting maintenance and generalization, and (e) increasing teacher buy-in. Future directions for this line of research are also outlined.