Improving Self-Regulation for Adolescents With Emotional and Behavioral Disorders: Preliminary Results of the I Control Study

• In Event: Addressing Needs, Disparities, and Inclusive Strategies for Students With Autism or Emotional and Behavioral Disabilities

Abstract

Researchers agree that students with emotional and behavioral disorders are at risk for poor school and lifelong outcomes because they lack skills necessary for positive social functioning. Fortunately, researchers are discovering that students with behavior deficits are linked to the poor development of self-regulatory functioning, thus, there is a need to investigate efficacious intervention approaches to teach students self-regulatory strategies so they can manage their own behavior. We will present our findings of a four-year federally-funded randomized controlled field trial of the effectiveness of the I Control curriculum, an intensive self-regulation intervention for middle school students with emotional and behavioral disorders with a sample of 428 students in the Southeastern and Midwest parts of the United States.

Authors

• Stephen W. Smith, University of Florida

• Megan Worth, University of Florida

• Brian R. Barber, Kent State University

• Jia Ma, University of Florida