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ERIC Number: EJ1014466
Record Type: Journal
Publication Date: 2013-Aug
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0748-8491
STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility
Ennis, Robin Parks; Jolivette, Kristine; Boden, Lauren J.
Education and Treatment of Children, v36 n3 p81-99 Aug 2013
Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with E/BD. The STOP and DARE mnemonic was used to teach 16 students with E/BD persuasive writing over six-weeks of intervention. The intervention, viewed as socially acceptable by students and teachers, was implemented with high fidelity as measured by the interventionist and researchers. The intervention resulted in large effect sizes as compared with a control group ("n" = 9) for number of essay elements, overall quality, and total written words. Results generalized to the Writing Samples Subtest of the "Woodcock Johnson." Limitations and future directions also are included. (Contains 3 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Intervention Rating Profile; Strengths and Difficulties Questionnaire; Systematic Screening for Behavior Disorders; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A