Self-Regulated Learning Interventions with at-Risk Youth

At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful.

Timothy J. Cleary , PhD, is an associate professor in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey, USA. He earned his bachelor's degree in psychology from Manhattan College, USA, his master's degree and professional certification in school psychology from Queens College, USA, and his doctorate in educational psychology from City University of New York Graduate School, USA and University Center. Dr. Cleary's research interests include developing evidence-based self-regulation and motivation assessments and intervention programs for children, adolescents, and young adults. He has published extensively on a variety of self-regulation issues and has applied his work across academic, athletic, and clinical contexts. Dr. Cleary served as coeditor of a 2013 book, Applications of Self-Regulated Learning Across Diverse Disciplines: A Tribute to Barry J. Zimmerman . Dr. Cleary has provided leadership in the scholarly community, serving on multiple editorial boards for top-tier journals as well as on the executive board of the Studying and Self-Regulated Learning Special Interest Group for American Educational Research Association for over 6 years. He frequently consults with schools and agencies at both a national and international level and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners.