The intertwined academic and behavior deficits, often referred to as the failure cycle, of students with and at risk for emotional and behavioral disorders (EBD) negatively impact learning and skill acquisition. Reading comprehension is one academic area where students with and at risk for EBD display significant deficits. The self-regulated strategy development (SRSD) instructional approach is one method that accounts for students’ metacognitive skills and learning behaviors, making it a promising approach for use with students with and at risk for EBD, including students served in more restrictive settings. This article provides an overview of SRSD, a reading comprehension strategy taught using the SRSD instructional approach, and describes how to integrate low-intensity behavior strategies into SRSD reading instruction to further support the needs of students with and at risk for EBD.

情绪和行为障碍（EBD）并有风险的学生相互交织的学术和行为缺陷，通常被称为失败周期，对学习和技能获取产生负面影响。阅读理解是一个学术领域，有EBD且有EBD风险的学生表现出明显的赤字。自我调节策略发展（SRSD）教学方法是一种考虑学生的元认知技能和学习行为的方法，这使其成为具有EBD风险的学生（包括在限制性较高的环境中就读的学生）使用的有前途的方法。本文概述了SRSD，这是一种使用SRSD教学方法教授的阅读理解策略，