Putting Behavioral Goal-Setting Research Into Practice

@article{Bruhn2017PuttingBG,
  title={Putting Behavioral Goal-Setting Research Into Practice},
  author={Allison Leigh Bruhn and Josephine Fernando and Sara C. McDaniel and Leonard Troughton},
  journal={Beyond Behavior},
  year={2017},
  volume={26},
  pages={66 - 73}
}
Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition, we provide a step-by-step process for implementing goal-setting interventions in the classroom. 

Figures and Tables from this paper

Intensifying Goal-Setting Interventions for Students With Emotional and Behavioral Disorders
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond toExpand
Reengineering Tier 2 Interventions for Responsive Decision Making: An Adaptive Intervention Process
Abstract Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose anExpand
Using Evidence Informed Strategies to Adapt Tier 2 Interventions
Abstract Positive Behavioral Intervention Supports (PBIS) is a preventative and responsive three-tiered framework comprised of a continuum of evidence-based practices and interventions. Adaptation,Expand
Impact of self-regulated learning on academic performance and satisfaction of students in the online environment
The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in thisExpand
Examination of influence of e-learning on academic success on the example of Bosnia and Herzegovina
TLDR
It is proved that online environment and social interactions with other participants play a significant role in the achievement of academic success and will help higher education institutions improve their e-learning strategies and implementation efforts. Expand
Students’ Satisfaction with E-learning Platforms in Bosnia and Herzegovina
TLDR
The obtained results have shown that Metacognitive strategies variable directly affects the students’ satisfaction when using e-learning, whileStudents’ self-efficacy and goal setting variables indirectly affect the student’s satisfaction, along with the environment structuring and social dimensions. Expand
Don’t Quit Cold Turkey: Systematic Fading to Promote Sustained Behavioral Change

References

SHOWING 1-10 OF 28 REFERENCES
Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review
Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills,Expand
Managing Challenging Behaviors in Schools: Research-Based Strategies That Work
Part I: Preventing Behavior Problems. Preventing and Managing Learning and Behavior Problems: An Overview. Classroom Management. Instructional Delivery. Low-intensity Strategies. Part II: RespondingExpand
Goal theory, motivation, and school achievement: an integrative review.
  • M. Covington
  • Psychology, Medicine
  • Annual review of psychology
  • 2000
TLDR
It is concluded that the quality of student learning as well as the will to continue learning depends closely on an interaction between the kinds of social and academic goals students bring to the classroom, the motivating properties of these goals and prevailing classroom reward structures. Expand
A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders
The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-twoExpand
Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research
Explicitly teaching skills associated with self-determination has been promoted to support students’ independence and control over their own lives. This is especially important for students withExpand
Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support
A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding toExpand
New Directions in Goal-Setting Theory
Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy;Expand
Using a Changing-Criterion Design to Evaluate the Effects of Check-In/Check-Out With Goal Modification
Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated effectiveness for students with challenging behavior in a variety of educational settings. Existing research hasExpand
Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions.
Variations of the self-imposed delay-of-gratification situation in preschool were compared to determine when individual differences in this situation may predict aspects of cognitive andExpand
Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance
A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6Expand
...
1
2
3
...