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ERIC Number: EJ1015390
Record Type: Journal
Publication Date: 2013-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1063-4266
Effects of Quick Writing Instruction for High School Students with Emotional Disturbances
Mason, Linda H.; Kubina, Richard M., Jr.; Hoover, Theresa
Journal of Emotional and Behavioral Disorders, v21 n3 p163-175 Sep 2013
High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed. (Contains 1 table and 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070199