Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided 4 days per week, 45 min per session, for 12 weeks as part of the Response to Intervention (RtI) framework. Results showed a functional relation between SRSD instruction and students' ability to solve multi-step equations. All but one student were able to maintain gains. Students' self-efficacy increased as a result of instruction, instruction was provided with high degrees of fidelity by a special educator, and student interviews revealed an overall satisfaction with SRSD instructional procedures.

Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on teaching self-regulated strategy development (SRSD) with the mnemonic ''POW-TREE'' was implemented, followed by postintervention testing, then a second intervention phase using civics content was implemented, followed by posttesting. Following a 4-week delay, maintenance and generalization probes were administered. Students were also assessed on their strategy knowledge, social validity, and time spent on planning and writing. Findings revealed that all students improved substantially on all essay measures, including essay length, essay quality, and number of essay parts, sentences, and paragraphs. Strategy data revealed that all students learned the strategy, enjoyed using it, and reported understanding the benefits of continued strategy use. Findings are discussed with respect to educational implications and future research.

Twelve seventh- and eighth-grade students with emotional disturbance participated in a multiple probe, multiple baseline design two-phase intervention study to improve persuasive writing skills. The first phase after baseline taught students to plan and write persuasive essays including counterarguments. In the second phase, students were taught to plan and write fluently in 10 min. Students were assessed on their essay writing, the Woodcock–Johnson Fluency subtest, writing probes, and were interviewed post instruction. Findings revealed that all students mastered the components of effective persuasive essay writing, included counterarguments, and improved from baseline to postinstruction and postfluency phases in length and essay quality. Although students’ performance decreased slightly on surprise maintenance and generalization measures, results remained substantially higher than baseline. Strategy reports revealed all students enjoyed using and seeing the benefits of instruction. Findings are discussed for future research and practice for students with emotional disturbance.

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