The Effects Self-Regulation Training on the Academic Productivity of LD and NLD Adolescents

Abstract

A self-regulation package was used to teach serf-control skills to 8 LD and 2 NLD adolescents in an experimental high school setting. These procedures were taught and reinforced in a series of student-teacher conferences. Results indicated that both LD and non-LD students increased the number of lessons they completed. Treatment effects were evidenced in generalizations from one academic area to another and self-initiation of increased student goals independent of a particular student-teacher conference in a few students.