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The Journal of Special Education
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The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

Kathleen Lynne Lane

Peabody College of Vanderbilt University, Kathleen.lane{at}vanderbilt.edu.

Karen R. Harris

Peabody College of Vanderbilt University

Steve Graham

Peabody College of Vanderbilt University

Jessica L. Weisenbach

Peabody College of Vanderbilt University

Mary Brindle

Peabody College of Vanderbilt University

Paul Morphy

Peabody College of Vanderbilt University

The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed.

Key Words: self-regulated strategy development • emotional and behavioral disorders

The Journal of Special Education, Vol. 41, No. 4, 234-253 (2008)
DOI: 10.1177/0022466907310370
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