Self-Regulated Strategy Development and Generalization Instruction: Effects on Story Writing and Personal Narratives among Students with Severe Emotional and Behavioral Disorders

Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial

“…The findings from this study also collaborate the results from four single-subject design studies, demonstrating that SRSD writing instruction enhances the writing performance of students with or at risk for EBD (Adkins, 2005;Lane et al, 2008;Mason & Shriner, 2008;Mason et al, 2006). Finally, our ESs are consistent with average ESs (i.e., 1.20 for writing quality) found in 15 experimental or quasi-experimental studies involving students with learning disabilities, other struggling writers, and typically achieving students (Harris et al, 2009).…”

“…Moreover, no group experimental studies of SRSD have been done with students with or at risk for EBD. There is some promising evidence of effectiveness with such students, however, as SRSD improved the writing performance of students with or at risk for EBD in five single-subject design studies (Adkins, 2005;Lane et al, 2010;Lane et al, 2008;Mason & Shriner, 2008;Mason, Snyder, Sukhram, & Kedem, 2006). In contrast to the current study, none of these investigations examined the impact of SRSD writing instruction on students' academic engagement or behavior.…”

“…In contrast to the current study, none of these investigations examined the impact of SRSD writing instruction on students' academic engagement or behavior. Three of these studies involved teaching the planning and composing strategies applied in this investigation (Adkins, 2005;Lane et al, 2010;Lane et al, 2008). These studies indicated that second-grade students with writing and behavioral concerns could successfully learn both story and opinion essay writing strategies, although these students found the opinion essay writing strategy easier to learn than the story writing strategy (cf.…”

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

“…Drawings were successfully used as a story-planning strategy in a class of grade two students who struggled with writing, as reported in a study by Dunn (2011). Studies have also found that with the addition of instruction in self-regulation strategies students with behavioural disorders can benefit from instructional practices within the process discourse (Adkins & Gavins, 2012;Graham, Harris & Mason, 2005;Harris et al, 2012).…”

A Meta-Analysis of Self-Determination using Single Subject-Design for Individuals with Disabilities

“…Six (23%) took place in the general education classroom (e.g.., [2]). Five studies (19.2%) were in a self-contained room at various grade levels (e.g., [3]). And three (11.5%) occurred in resource room (e.g., [4]).…”