Abstract This article seeks to demonstrate the effectiveness of an age-specific, manualized self-regulation treatment approach, Self-Regulation Training System (SRTS). SRTS interventions were implemented through waitlist control design over a span of two months to students in fourth grade classes from eight different elementary schools in the Midwestern United States (N = 373). The sample comprised of 52% boys, with an average age of 9.25 (SD = 0.45). A significant increase in average teacher-reported self-regulation scores was observed in both waitlist and experimental groups after the intervention was administered. In addition, students’ problem behaviors increased in the waitlist group when students had not received the intervention and remained stable once students experienced the intervention in both the experimental and waitlist conditions. Overall, the results provide initial evidence that the classroom wide interventions like the SRTS may be helpful in promoting self-regulation skills in children. Interventions such as the SRTS provide a feasible way for schools to promote self-regulation skills and influence problem behaviors in the classroom.

中文翻译：

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在课堂中整合以自我调节为重点的认知行为干预

摘要本文旨在证明一种针对特定年龄的手动自我调节治疗方法自我调节训练系统（SRTS）的有效性。SRTS干预是通过等待清单控制设计在两个月内对来自美国中西部八所不同小学（N = 373）的四年级学生实施的。该样本由52％的男孩组成，平均年龄为9.25（SD = 0.45）。干预后，在候补名单和实验组中，教师报告的自我调节平均得分均显着提高。此外，当学生没有接受干预时，候补组中学生的问题行为会增加，并且一旦学生在实验和候补条件下都受到干预，他们的问题行为就会保持稳定。总体而言，研究结果提供了初步的证据，证明像SRTS这样的课堂范围的干预措施可能有助于提高儿童的自我调节能力。诸如SRTS之类的干预措施为学校提供了一种提高自我调节技能并影响教室中问题行为的可行方法。