To increase the proper functionality of a child’s self- regulation, Ried, R., Trout, A., & Schatz, M. (2005) outline two other commonly used self- regulating interventions; self- monitoring attention and self- monitoring of performance. To begin, self- monitoring attention uses prompts given by therapists to encourage and cue a child’s self- awareness to a particular task. On the other hand, self- monitoring performance utilizes a graphing technique for children to utilize as they are encouraged to complete an academic task while self- monitoring the amount of completion following the task (Ried, R., Trout, A., Schatz, M., 2005). Evidently, it can be suggested that these two interventions work in coordination to assist children to monitor their self- regulation skills within societal situations to further improve future regulation skills. Lastly, classroom interventions such as collaborative learning supports have been seen as advantageous for children with self- regulation difficulties such that peers model and discuss their own learning and motivation tactics which then are picked up and modified to meet the child’s individual needs (Boekaerts, M., & Corno, L., n.d). Thus, it can be indicated that with the remainder of interventions discussed above, there are more options to assist children and their self- regulation that adhere to their own individual based needs. Nonetheless, it can be observed that no one intervention is available and most proactive; there are
To increase the proper functionality of a child’s self- regulation, Ried, R., Trout, A., & Schatz, M. (2005) outline two other commonly used self- regulating interventions; self- monitoring attention and self- monitoring of performance. To begin, self- monitoring attention uses prompts given by therapists to encourage and cue a child’s self- awareness to a particular task. On the other hand, self- monitoring performance utilizes a graphing technique for children to utilize as they are encouraged to complete an academic task while self- monitoring the amount of completion following the task (Ried, R., Trout, A., Schatz, M., 2005). Evidently, it can be suggested that these two interventions work in coordination to assist children to monitor their self- regulation skills within societal situations to further improve future regulation skills. Lastly, classroom interventions such as collaborative learning supports have been seen as advantageous for children with self- regulation difficulties such that peers model and discuss their own learning and motivation tactics which then are picked up and modified to meet the child’s individual needs (Boekaerts, M., & Corno, L., n.d). Thus, it can be indicated that with the remainder of interventions discussed above, there are more options to assist children and their self- regulation that adhere to their own individual based needs. Nonetheless, it can be observed that no one intervention is available and most proactive; there are