Describes how teachers and other practitioners who work with at-risk students can help them dramatically improve planning, goal-setting, and self-monitoring self-regulatory skills that are often lacking in students with cognitive, physical, mental health, and environmental challenges.
About the Author: 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. 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 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 on both national and international levels and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners.
