Epstein, Yoel Y.. Examining the relationship between self-regulated learning content and behavior change in function-based interventions. Retrieved from https://doi.org/doi:10.7282/t3-hh1v-tq90
DescriptionDecades of research has shown Function Based Interventions (FBIs) to be particularly effective in improving disruptive classroom behavior. Yet there remains considerable variability in estimates of FBI effectiveness. Numerous factors may contribute to this variation. The aim of the present study was to examine whether some of this variability may be explained by the infusion of self-regulated learning (SRL) in certain FBIs. SRL is an evidenced-based social cognitive construct which refers to a student’s involvement in planning, managing, and evaluating their own progress. In the present study, a coding scheme from previous SRL research (Reddy et al., 2018) was used to examine a wide-range of FBIs used in a large randomized control trial (RCT) to determine the degree to which the FBIs incorporate student SRL. The study also used outcome data from the RCT to examine the relationship between the inclusion of SRL in FBIs and reduction in disruptive classroom behavior. Two previously researched variables (i.e., fidelity and basic strategy use) which relate to adult involvement in the intervention were used as covariates. To account for effects of clustering, multi-level modeling was used. In contrast to the hypothesis, no significant associations were found between the degrees to which interventions incorporated SRL and behavioral outcome, and few significant associations were found between the covariates and behavioral outcome. I provide several possible reasons for lack of significant findings, including the restricted range of the SRL variables, limitations in the coding system’s measurement of SRL, and possible differences between academic and behavioral improvement. Despite the null findings, this study contributes to the literature in showing the degree to which FBIs incorporate social-cognitive constructs such as SRL and in examining the possible association between SRL and outcome for FBIs. Recommendations for future research and implications for school psychologists are emphasized.