Secondary students with emotional and behavioral disorders may experience a phenomenon known as the failure cycle where behavioral needs and academic deficits negatively impact learning, including reading comprehension. Self-regulated strategy development (SRSD) is one emerging method that addresses behavioral needs and reading comprehension deficits and allows for the integration of low-intensity behavioral strategies. This article demonstrates how two low-intensity behavioral strategies, opportunities to respond and behavior-specific praise, can be embedded in SRSD reading instruction.

中文翻译：

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学术和行为策略，以提高对具有EBD的中学生说明性文本的理解

具有情感和行为障碍的中学生可能会遇到一种称为失败循环的现象，其中行为需求和学业缺陷会对学习（包括阅读理解）产生负面影响。自我调节策略开发（SRSD）是一种新兴的方法，可以解决行为需求和阅读理解不足，并允许整合低强度的行为策略。本文演示了如何在SRSD阅读说明中嵌入两种低强度的行为策略，做出回应的机会和行为特有的表扬。