Using self-regulation to improve academic outcomes of middle school students with behavioral disabilities

The purpose of this investigation was to identify and analyze the use of self-regulation techniques to improve the academic skills of language arts and mathematics for students with behavioral disabilities attending middle school. Self-regulation techniques were presented in a self-contained class during presentation of reading, writing and mathematics objectives. Students monitored their participation in class activities after signing a contract of agreement. Behaviors were monitored and assessed for preparedness for class, listening to directions, staying in assigned area and completing work assignments. Selfmanagement, self-monitoring and self-evaluation techniques were used by two subjects. Rewards were used to increase academic skills by monitoring report card grades, Learnia testing, school-wide Benchmark evaluations and behavior expectations during class time. Results indicate that the use of self-regulation does increase the academic outcomes in the area of reading, writing and mathematics. The data collected identifies improved performance for reading and writing for one subject in the study and both subjects in the study scored higher in mathematics ability at the end of this study. Data collected has shown improved time on task. Results of the monitoring are discussed and implications for further study are discussed