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

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

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


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lane, K. L. Articles by Morphy, P. Search for Related Content PubMed Articles by Lane, K. L. Articles by Morphy, P. Social Bookmarking                         What's this?