This study examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction on the writing performance and acquisition of self-determination skills for middle school-age students with emotional and behavioral disorders (EBD). SRSD instruction was modified by incorporating instruction on self-determination skills during the lessons. A group experimental design was conducted in which 21 seventh-grade students with severe EBD were randomly assigned to either experimental or control groups. The intervention was conducted during 30-minute sessions, four times per week, for 33 days. Six special education teachers participated in the study. Experimental teachers were trained on SRSD procedures and implemented the intervention with a high degree of fidelity. Using the SRSD model, experimental groups were taught to plan and write persuasive essays and incorporate self-advocacy into their writing. Students in the control condition received writing instruction with the established school writing curriculum, Write Traits (Spandel, 2002).
Dependent measures included students' written essays that were evaluated according to length, number of words, paragraphs, sentences, transition words, and overall quality. The fluency test of the Woodcock-Johnson III Tests of Achievement was used as a standardized measure. In addition, students were administered (a) a self-efficacy writing measure; (b) a criterion-based test, to assess their knowledge about self-determination and self-advocacy; and (c) a strategy awareness prompt to evaluate their knowledge about the components of a persuasive essay. Furthermore, students and teachers were interviewed to assess their perspectives about the intervention. Students were evaluated at pretest and posttest in all measures. Maintenance and generalization to a content area were also assessed on the persuasive essay measure. Postintervention findings revealed experimental students significantly outperformed control students in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure; as well as in their self-determination knowledge and perceptions about self-determination behaviors. At maintenance, experimental students outperformed control students, obtaining statistically significant differences in all writing measures (except number of words). At generalization, experimental students significantly outperformed control students in quality of overall essays and number of essay parts. Students and teachers interviews revealed an overall satisfaction with SRSD procedures and the results. Findings are discussed with respect to future research and practice.
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 72/02, Dissertation Abstracts International|
|Subjects:||Middle School education, Special education|
|Keywords:||Emotional disorders, Persuasive writing, Self-advocacy, Self-determination, Self-regulated strategy development, Students, Writing instruction|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be