My intervention plan for Lisa in the CSEL case study is mainly going to focus on Cognitive Learning theory. I do think that this could include some aspects of self-regulation if you consider it from the perspective that I would strive to provide Lisa with the cognitive tools to regulate her own behavior. Promoting metacognition and encouraging Lisa to carefully think through her behaviors would be a type of self-regulation.
However, self-efficacy and self-regulation are more closely tied to social cognitive theory. Self-efficacy is defined as a self-constructed judgment about one's ability to execute certain behaviors or reach certain goals. It would certainly be a good idea to try and provide Lisa with a high self-efficacy by encouraging her and emphasizing that she is capable of working productively with her group. Self-regulation is defined as self-chosen and self directed behavior that leads to the fulfillment of personally constructed standards and goals. From the case definition it definitely sounds like Lisa would benefit from improving her self-regulation, and to do this the teacher could provide her with specific criteria to assess herself. It would also be beneficial for the teacher to model positive self-efficacy and self-regulation.
Below is a link to a very interesting article that I found about the importance of self regulation in at-risk children. "A key finding in that study shows that at-risk children who can
self-regulate have higher reading, math and vocabulary achievement."
Self-Regulation Key to Academic Success for At-Risk Children
Kerry, I really like what you have to say about how you would deal with Lisa. I agree in that I would like for her to be able to have a good amount of self-regulation. I think that this not only keeps the class as a whole more on task, but also gives Lisa good life skills; knowing when she is on and off task. I really like the link that you've provided!
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