ERIC Number: EJ1052708
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 34
Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility
Ennis, Robin Parks; Jolivette, Kristine; Terry, Nicole Patton; Fredrick, Laura D.; Alberto, Paul A.
Journal of Behavioral Education, v24 n1 p88-111 Mar 2015
One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the STOP and DARE mnemonic for persuasive writing on the writing performance (Correct Word Sequences, Essay Elements, and Essay Quality), and academic engagement of secondary students. In addition, this study extended this line of inquiry by looking at implementation of the intervention only 2 days per week, a lower treatment intensity than previous research has used to find statistically significant gains in writing. Results of a piecewise hierarchical linear model suggest statistically significant gains were made over the course of the intervention in writing and academic engagement when compared to baseline. In addition, student variables such as writing achievement, externalizing/internalizing behavior patterns, age, and attendance predicted writing and engagement. Results of generalization, fidelity, and social validity also are reported.
Descriptors: Writing Skills, Writing Instruction, Emotional Disturbances, Behavior Disorders, Self Control, Intervention, Residential Programs, Mnemonics, Persuasive Discourse, Hierarchical Linear Modeling, Statistical Analysis, Instructional Effectiveness, Writing Achievement, Age Differences, Attendance, Predictor Variables, Comparative Analysis, Generalization, Writing Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A