Abstract

Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with E/BD. The STOP and DARE mnemonic was used to teach 16 students with E/BD persuasive writing over six-weeks of intervention. The intervention, viewed as socially acceptable by students and teachers, was implemented with high fidelity as measured by the interventionist and researchers. The intervention resulted in large effect sizes as compared with a control group (n = 9) for number of essay elements, overall quality, and total written words. Results generalized to the Writing Samples Subtest of the Woodcock Johnson. Limitations and future directions also are included.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 81-99
Launched on MUSE
2013-08-14
Open Access
No
Archive Status
Archived
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