Children with attention deficit/hyperactivity disorder (ADHD) are at increased risk of academic difficulties and special education placement (Barkley, 1998). One academic area, written expression, has received little research attention. This study assessed the effectiveness of a validated strategy instruction model—Self-Regulated Strategy Development (SRSD)—on the length, completeness, and holistic quality of narratives of 3 children teacher-identified as struggling young writers, and physician-identified as having ADHD. Results showed marked improvement on all three measures. Implications for future research and practice are discussed.
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