A Review of Self-Regulated Strategy Development for Writing for Students with EBD

Abstract

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at risk for EBD. All articles met 80% or more of the quality indicators (weighted coding range: 6.17-7.00 for single case design; 3.5-4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed.

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

“…Sreckovic, Common, Knowles, et al. () also examined the effects of SRSD on several dependent variables related to writing. SRSD was found to have the largest effect on word count ( ES 0.01–1.15) and essay elements ( ES 0.93–1.10).…”

“…One instructional framework, self-regulated strategy development (SRSD), developed by Graham, Harris and colleagues (e.g., Harris, Graham, Mason, et al, 2008), combines explicit instruction with four self-regulation strategies: goal setting, self-instruction, self-monitoring and self-reinforcement. SRSD has shown effectiveness in the area of writing for students with EBD (Ennis and Jolivette, 2014a;Losinski, Cuenca-Carlino, Zablocki, et al, 2014;Sreckovic, Common, Knowles, et al, 2014).…”

“…In addition, Losinski, Cuenca-Carlino, Zablocki, et al (2014) also examined the effects of SRSD on essay elements (ES 1.68), quality of essays (ES 1.79) and word count (ES 1.13). Sreckovic, Common, Knowles, et al (2014) also examined the effects of SRSD on several dependent variables related to writing. SRSD was found to have the largest effect on word count (ES 0.01-1.15) and essay elements (ES 0.93-1.10).…”

Editor Recommendations for Successfully Writing for Beyond Behavior

“…Articles in this format may include the following elements: Authors interested in writing a demonstration article must be sure that there is a strong and applicable empirical basis for the selected intervention, program, or practice that can be described prior to beginning the writing process. For example, the writing intervention process Self-Regulated Strategy Development (Harris & Graham, 1992) has been deemed an evidence-based practice for students with EBD after a systematic review of that literature (Sreckovic, Common, Knowles, & Lane, 2014), which makes it a prime target for authors wishing to write a demonstration article.…”

Write On: Improving Persuasive Writing Using the POW+TREE Strategy

“…SRSD is an instructional framework used to teach students a skill that involves a series of steps and has seen much success in the classroom (Harris, Graham, & Mason, 2006). Current research on SRSD writing instruction and students with EBD involves the use of history prompts, language arts prompts, and general persuasive writing prompts, making it adaptable and relevant across content areas (Hauth, Mastropieri, Scruggs, & Regan, 2013;Sreckovic, Common, Knowles, & Lane, 2014).…”