A multiprobe multiple baseline design was used to evaluate the effectiveness of strategy instruction in persuasive quick writing with 5 seventh- and eighth-grade students who attended a county alternative placement school for students with severe emotional and behavioral disabilities. Students were taught to plan and write a 10-minute persuasive response using the Self-Regulated Strategy Development instructional model. Instruction was conducted over five 30-minutes sessions plus three 10-minute sessions. Positive effects were noted for all students on the primary measure, quality of written responses. The effect of the intervention was maintained overtime. All students reported that the instruction benefited performance. (Contains 4 tables, 3 figures, and 1 footnote.)