The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties

Kathleen Lynne Lane, Karen R. Harris, Steve Graham, Jessica L. Weisenbach, Mary Brindle, Paul Morphy

Research output: Contribution to journalArticle

70 Scopus citations


The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)234-253
Number of pages20
JournalJournal of Special Education
Issue number4
StatePublished - Dec 1 2008



  • Emotional and behavioral disorders
  • Self-regulated strategy development

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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