High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

高中生，尤其是残障学生，经常在通识教育课程中难以参与学术活动。提高学术参与度的一种经验支持的方法包括自我调节干预。然而，经常使用的自我调节策略的目标设定和自我监控的个体影响仍然未知。为了解决这个问题，我们实施了一种带有嵌入式交替治疗的多探针单案例设计，以评估行为目标提醒和自我监控的不同影响。样本包括三名在普通教育班中患有情绪或行为障碍 (EBD) 的高中生，他们也接受了特殊教育服务。干预设计的创新方法包括学生确定的行为目标和由三角行为评估数据通知的自我监控程序。尽管视觉分析表明学业参与度只有中等程度的提高，并且没有确定多探针或交替治疗设计的功能关系，但教师和学生对干预措施的社会效度评价很高，该研究代表了高素质特殊教育个案研究。讨论了未来研究的实际意义、局限性和方向。并且没有确定多探针或交替治疗设计的功能关系，干预被教师和学生评为具有高社会效度，该研究代表了高质量特殊教育单案例研究的典范。讨论了未来研究的实际意义、局限性和方向。并且没有确定多探针或交替治疗设计的功能关系，干预被教师和学生评为具有高社会效度，该研究代表了高质量特殊教育单案例研究的典范。讨论了未来研究的实际意义、局限性和方向。