Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder

Robert R. Reid · Torri Ortiz Lienemann

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Writing and Handwriting Education Behavioral and Psychological Studies Attention Deficit Hyperactivity Disorder

Abstract

Children with attention deficit/hyperactivity disorder (ADHD) are at increased risk of academic difficulties and special education placement (Barkley, 1998). One academic area, written expression, has received little research attention. This study assessed the effectiveness of a validated strategy instruction model—Self-Regulated Strategy Development (SRSD)—on the length, completeness, and holistic quality of narratives of 3 children teacher-identified as struggling young writers, and physician-identified as having ADHD. Results showed marked improvement on all three measures. Implications for future research and practice are discussed.

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References

2000Diagnostic and Statistical Manual of Mental Disorders.2014Education and Treatment of Children 1988Classroom Discourse: The Language of Teaching and Learning 1982Single-Case Research Designs: Methods for Clinical and Applied Settings 1983Single-case research designs: Methods for clinical and applied settings 2007A meta-analysis of writing instruction for adolescent students.2003Handbook of learning disabilities 2004Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

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2012Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development 2008Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder 2012Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges 2009Story Writing 2012Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

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