Self-Regulation among Students with LD and ADHD

Karen R. Harris, Robert R. Reid, Steve Graham

Research output: Chapter in Book/Report/Conference proceedingChapter

24 Scopus citations


This chapter overviews the theoretical bases for research self-regulation among students with Learning Disabilities (LDs) and attention-deficit hyperactivity disorder (ADHD). Self-regulation or self-control processes are used in creating new learning as well as in moving information from working memory to long-term memory. A number of self-regulation processes or strategies can be effectively taught to students with deficiencies or difficulties in self-regulation to aid in their development of these capabilities. These include self-monitoring, self-evaluation, self-instruction, goal-setting, and self-reinforcement. Effective learners are goal-oriented, and goal-setting is viewed as an important aspect of self-regulation. Goals serve important functions for learners. Goal-setting often involves a self-judgment process that entails comparing current performance with a goal. For goal-setting to affect behavior, goals must be valued. On-task behavior is the most studied outcome in self-regulation interventions by a wide margin. Children with LDs and ADHD often exhibit problem behavior in the classroom. This may take the form of inappropriate verbalizations, impulsive or inappropriate behaviors, or excessive motor activity.

Original languageEnglish (US)
Title of host publicationLearning About Learning Disabilities
PublisherElsevier Inc.
Number of pages29
ISBN (Print)9780127625331
StatePublished - Sep 2004
Externally publishedYes

ASJC Scopus subject areas

  • Psychology(all)


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