Story writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties

Kathleen Lynne Lane, Stephen Graham, Karen Harris, M. Annette Little, Karin Sandmel, Mary Brindle

Research output: Contribution to journalArticle

31 Scopus citations


The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either externalizing or internalizing behavior patterns were identified for participation using schoolwide data. Students learned how to plan and write stories using the self-regulated strategy development model. Results of two multiple-probe designs, one for students with externalizing behaviors (three females, four males) and a second for students with internalizing behaviors (two females, four males), revealed lasting increases in story elements as well as improvements in story quality and length. Teachers and students rated the intervention favorably, with most reporting that the intervention exceeded their initial expectations. Limitations and directions for future research are presented.

Original languageEnglish (US)
Pages (from-to)107-128
Number of pages22
JournalJournal of Special Education
Issue number2
Publication statusPublished - Aug 2010
Externally publishedYes



  • Emotional or behavioral disorders
  • Positive behavior support
  • Self-regulated strategy development

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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