Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility
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...
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| Veröffentlicht in: | Journal of behavioral education 2015-03, Vol.24 (1), p.88-111 |
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| container_title | Journal of behavioral education |
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| creator | Ennis, Robin Parks Jolivette, Kristine Terry, Nicole Patton Fredrick, Laura D. Alberto, Paul A. |
| description | 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. |
| doi_str_mv | 10.1007/s10864-014-9207-7 |
| format | Article |
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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.</description><subject>Age Differences</subject><subject>Analysis</subject><subject>Attendance</subject><subject>Behavior Disorders</subject><subject>Behavior Patterns</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Comparative Analysis</subject><subject>Emotional Disturbances</subject><subject>Generalization</subject><subject>Grade 10</subject><subject>Grade 6</subject><subject>Hierarchical Linear Modeling</subject><subject>Instructional Effectiveness</subject><subject>Intervention</subject><subject>Learning and Instruction</subject><subject>Mental disorders</subject><subject>Mnemonics</subject><subject>Original Paper</subject><subject>Persuasive Discourse</subject><subject>Predictor Variables</subject><subject>Psychology</subject><subject>Residential Programs</subject><subject>Self Control</subject><subject>Statistical 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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. 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| ispartof | Journal of behavioral education, 2015-03, Vol.24 (1), p.88-111 |
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| language | eng |
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| subjects | Age Differences Analysis Attendance Behavior Disorders Behavior Patterns Behavioral Science and Psychology Child and School Psychology Comparative Analysis Emotional Disturbances Generalization Grade 10 Grade 6 Hierarchical Linear Modeling Instructional Effectiveness Intervention Learning and Instruction Mental disorders Mnemonics Original Paper Persuasive Discourse Predictor Variables Psychology Residential Programs Self Control Statistical Analysis Students Students with Disabilities Students' writings Teachers Writing Writing Achievement Writing Instruction Writing Skills Writing Strategies |
| title | Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility |
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