NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087254
Record Type: Journal
Publication Date: 2014-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0198-7429
Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class
Ennis, Robin Parks; Jolivette, Kristine
Behavioral Disorders, v40 n1 p26-36 Nov 2014
The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high school health class. Using a multiple probe multiple baseline across pairs of participants design, a functional relation was demonstrated between the intervention and students' persuasive writing skills as measured by essay elements, quality, and correct word sequences. Data on motivation to write and self-efficacy for writing were mixed, suggesting that additional research is needed. Social validity data suggested the intervention was socially acceptable to all participants, improving postintervention. Limitations and future directions are discussed.
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/publications/behavioraldisorders
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire; Systematic Screening for Behavior Disorders; Woodcock Johnson Tests of Achievement