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Unformatted text preview: 70 Volume 20 ! Number 1 ! Fall 2008 !" pp. 70–107 w Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students Timothy J. Cleary Peter Platten Amy Nelson University of Wisconsin-Milwaukee With the emergence of alternative service delivery models in school settings, such as Response-to-Intervention (RTI), educa- tors have become much more cognizant of the need to develop and implement empirically supported interventions. A key goal in this approach is to provide effective intervention services early in the academic referral process in order to reduce the number of students who develop clinically significant academic or behav- ioral problems (Fuchs, Mock, Morgan, & Young, 2003). A focus on empirically based interventions, particularly self-regulation training programs, is important in urban school settings because students often encounter a myriad of environmental stressors (e.g., crime, overcrowding), and inadequate academic (e.g., poor classroom instruction) and social support structures (e.g., poor parental supervision; Gerard & Buehler, 2004). These stressors, along with increased demands and expectations for self-suffi- ciency in secondary schools, place an enormous burden on ado- Copyright © 2008 Prufrock Press, P.O. Box 8813, Waco, TX 76714 summary Cleary, T. J., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empow- erment program with urban high school students. Journal of Advanced Academics, 20, 70–107. Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational and post- secondary pursuits. Getting students to become more active, strategic participants in their learning by teaching them empirically supported learning strategies as well as specific forethought and reﬂective think- ing skills is an important pathway to academic success. The impor- tance of self-regulation processes also has been established in recent survey research with teachers and school psychologists showing that students who are referred for academic problems often have self-regu- latory skill and motivation deficits. Intervention programs like the Self- Regulation Empowerment Program (SREP) can be conceptualized and implemented within the context of school-based service delivery frame- works. Tier I interventions typically occur at a classroom level and thus are designed to provide all students with the potential benefits of an intervention. With regards to classroom-wide self-regulation interven- tions, there are many empirically supported techniques that teachers can readily infuse into the daily routine of a school day, such as requir- ing all students to set performance goals, engage in progress monitor- ing, and utilize self-reﬂective processes. Students who do not respond (i.e., continue to exhibit poor test performance) to this general level of intervention support would be eligible to receive more intensive, Tier II pull-out programs, such as SREP. 72...
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.
- Spring '09