Tier 1, teacher-implemented Self-Regulated Strategy Development for students with and without behavioral challenges: A randomized controlled trial

Karen Harris, Kathleen Lynne Lane, Steven A. Driscoll, Stephen Graham, Kristen Wilson, Karin Sandmel, Mary Brindle, Chris Schatschneider

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports target-ingacademic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains.

Original languageEnglish (US)
Pages (from-to)160-191
Number of pages32
JournalElementary School Journal
Volume113
Issue number2
DOIs
StatePublished - Dec 1 2012

ASJC Scopus subject areas

  • Education

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