Self-Regulation among Students with LD and ADHD

Karen Harris, Robert R. Reid, Stephen Graham

Research output: Chapter in Book/Report/Conference proceedingChapter

19 Citations (Scopus)

Abstract

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.
Pages167-195
Number of pages29
ISBN (Print)9780127625331
DOIs
StatePublished - Sep 2004
Externally publishedYes

Fingerprint

Learning Disorders
Attention Deficit Disorder with Hyperactivity
Students
Diagnostic Self Evaluation
Long-Term Memory
Self-Control
Disabled Children
Short-Term Memory
Motor Activity
Learning
Research

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Harris, K., Reid, R. R., & Graham, S. (2004). Self-Regulation among Students with LD and ADHD. In Learning About Learning Disabilities (pp. 167-195). Elsevier Inc.. https://doi.org/10.1016/B978-012762533-1/50008-1

Self-Regulation among Students with LD and ADHD. / Harris, Karen; Reid, Robert R.; Graham, Stephen.

Learning About Learning Disabilities. Elsevier Inc., 2004. p. 167-195.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harris, K, Reid, RR & Graham, S 2004, Self-Regulation among Students with LD and ADHD. in Learning About Learning Disabilities. Elsevier Inc., pp. 167-195. https://doi.org/10.1016/B978-012762533-1/50008-1
Harris K, Reid RR, Graham S. Self-Regulation among Students with LD and ADHD. In Learning About Learning Disabilities. Elsevier Inc. 2004. p. 167-195 https://doi.org/10.1016/B978-012762533-1/50008-1
Harris, Karen ; Reid, Robert R. ; Graham, Stephen. / Self-Regulation among Students with LD and ADHD. Learning About Learning Disabilities. Elsevier Inc., 2004. pp. 167-195
@inbook{8c960f48fc1d4f7792abd9e2acff805e,
title = "Self-Regulation among Students with LD and ADHD",
abstract = "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.",
author = "Karen Harris and Reid, {Robert R.} and Stephen Graham",
year = "2004",
month = "9",
doi = "10.1016/B978-012762533-1/50008-1",
language = "English (US)",
isbn = "9780127625331",
pages = "167--195",
booktitle = "Learning About Learning Disabilities",
publisher = "Elsevier Inc.",

}

TY - CHAP

T1 - Self-Regulation among Students with LD and ADHD

AU - Harris, Karen

AU - Reid, Robert R.

AU - Graham, Stephen

PY - 2004/9

Y1 - 2004/9

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=33746384465&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33746384465&partnerID=8YFLogxK

U2 - 10.1016/B978-012762533-1/50008-1

DO - 10.1016/B978-012762533-1/50008-1

M3 - Chapter

AN - SCOPUS:33746384465

SN - 9780127625331

SP - 167

EP - 195

BT - Learning About Learning Disabilities

PB - Elsevier Inc.

ER -