Article2010

Self-Regulated Strategies Development for Persuasive Writing in Tandem with Schoolwide Positive Behavioral Support: Effects for Second-Grade Students with Behavioral and Writing Difficulties

M. Annette Little · Kathleen Lynne Lane · Karen R. Harris · Steve Graham · Karin N. Sandmel

69 citations0/0 files storedBehavioral Disorders

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Behavioral and Psychological Studies Innovative Teaching and Learning Methods Writing and Handwriting Education

Abstract

The present study replicates and extends previous research regarding the effects of self-regulated strategy development (SRSD) within a schoolwide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade students, are reported. Students with internalizing behaviors (5 girls, 1 boy) and those with externalizing behaviors (1 girl and 6 boys) learned how to plan and write persuasive essays using the SRSD model of instruction. Lasting increases in persuasive essay elements as well as improvements in length and quality of writing were found across both groups of students. Both rating scales and interviews indicated high social validity among classroom teachers and students. Limitations and directions for future research are presented.

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References

2013Handbook of Educational Psychology 2005Handbook of Writing Research 1990Social Skills Rating System 1992Assessment of Children 2003Wechsler Intelligence Scale for Children, Fourth Edition 2009Handbook of Metacognition in Education 2004Single-Case Designs for Educational Research 2000Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

Cited by

2012Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development 2021Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students 2017Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders 2012Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges 2013An Examination of Social Validity Within Single-Case Research With Students With Emotional and Behavioral Disorders 2017

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