Document Type
Article
Publication Date
4-5-2025
Publication Title
Psychology in the Schools
Pages
1-44
Publisher Name
Wiley Periodicals LLC.
Abstract
As students’ emotional self-regulation impacts their engagement in learning, as well as their mental health, researchers have called for schools to implement systems of emotional support. However, because school resources are limited, and the demands on teachers’ time continue to grow, identifying emotional self-regulation interventions that teachers can easily implement within their classrooms can be beneficial for student well-being. This study examined the effects of a Tier 1 Self-Regulation Intervention on student engagement and reading comprehension. Within an A-B-A-B-A-B reversal design, a pilot self-regulation intervention was implemented in two classrooms over six weeks. The study’s results indicated that the intervention may have positively impacted student engagement and reading comprehension. Given the study’s positive results, the intervention may be a strategy to support student emotional regulation. Future researchers should consider the benefits of the intervention in larger social and behavioral schoolwide systems, such as MTSS.
Recommended Citation
Reichart, Kaitlin; Bohanon, Hank; and Coffee, Gina. The Effects of a Tier 1 Self-Regulation Intervention on Elementary Students’ Engagement and Reading Comprehension. Psychology in the Schools, , : 1-44, 2025. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1002/pits.23499
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© Wiley Periodicals LLC., 2025.
Comments
Author Posting © Wiley Periodicals LLC., 2025. This is the peer reviewed version of the following article: Reichart, K.D., Bohanon, H.S. and Coffee, G. (2025), The Effects of a Tier 1 Self-Regulation Intervention on Elementary Students’ Engagement and Reading Comprehension. Psychology in the Schools., which has been published in final form at https://doi.org/10.1002/pits.23499. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.