Self-regulated strategies development for persuasive writing in tandem with schoolwide positive behavioral support: Effects for second-grade students with behavioral and writing difficulties

M. Annette Little, Kathleen Lynne Lane, Karen R. Harris, Steve Graham, Mary Story, Karin Sandmel

Research output: Contribution to journalReview articlepeer-review

36 Scopus citations

Abstract

The present study replicates and extends previous research regarding the effects of selfregulated strategy development (SRSD) within a schoolwide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade students, are reported. Students with internalizing behaviors (5 girls, 1 boy) and those with externalizing behaviors (1 girl and 6 boys) learned how to plan and write persuasive essays using the SRSD model of instruction. Lasting increases in persuasive essay elements as well as improvements in length and quality of writing were found across both groups of students. Both rating scales and interviews indicated high social validity among classroom teachers and students. Limitations and directions for future research are presented.

Original languageEnglish (US)
Pages (from-to)157-179
Number of pages23
JournalBehavioral Disorders
Volume35
Issue number2
StatePublished - Feb 1 2010
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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