ERIC Number: EJ1023757
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 21
Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Advocacy for Students with Emotional and Behavioral Disorders
Cuenca-Carlino, Yojanna; Mustian, April L.
Behavioral Disorders, v39 n1 p3-15 Nov 2013
Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully intertwined persuasive writing with self-determination instruction to improve students' writing and self-determination skills. Emphasis was given to teaching students how persuasive writing can be used to self-advocate for needs and wants. The Self-Regulated Strategy Development (SRSD) model of writing instruction was examined with a multiple-probe-across-participants design to evaluate the instructional effects. Instruction was provided 4 days per week, 40 min per session, for 14 to 23 days. Visual analyses indicated level changes and a functional relation between the SRSD/self-determination instruction and students' writing skills. Students' essays increased for number of words written, transition words, number of essay parts, and overall quality. Furthermore, students' self-determination perceptions and knowledge as well as writing self-efficacy significantly increased as a result of instruction. Teachers implemented the intervention with high degrees of fidelity. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results.
Descriptors: Emotional Disturbances, Behavior Disorders, Persuasive Discourse, Metacognition, Writing Instruction, Self Determination, Special Education Teachers, Self Advocacy, Models, Writing Skills, Intervention, Fidelity, Interviews, Student Attitudes, Teacher Attitudes, Middle School Students, Middle School Teachers, Scores, Self Efficacy, Pretests Posttests, Essays, Validity
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement