This study examined the effect of the self-regulated strategy development (SRSD) instructional model on the reading comprehension of elementary students with behavior challenges using a multiple-baseline across students design. Students were taught TRAP (Think before reading, Read the paragraph, Ask yourself what the paragraph is mostly about and what is the most important information, and Paraphrase the paragraph; Mason et al. 2012) mnemonic using the six recursive stages of SRSD. A functional relation between the TRAP intervention and student scores on reading comprehension probes were observed. High treatment fidelity and social validity were reported. Limitations, implications for practitioner use, and directions for future research are discussed.

中文翻译：

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利用自我调节策略发展框架向残疾小学生讲授阅读理解策略

这项研究使用跨学生设计的多基线研究了自我调节策略发展（SRSD）教学模型对有行为挑战的小学生阅读理解的影响。学生们被教导TRAP（牛逼阅读之前hink，[R EAD段落，一个SK自己的段落是什么主要是对，什么是最重要的信息，而P改写该段；梅森等。2012）助记符使用SRSD的六个递归阶段。观察到TRAP干预与阅读理解探针上的学生分数之间的功能关系。据报道，治疗保真度和社会效度均很高。讨论了局限性，对从业者使用的含义以及未来研究的方向。