Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Masons TWA intervention by adding written summarization, focusing on self-monitoring, and using only science text. TWA-WS participants showed significantly greater gains than a matched comparison group, which practiced literacy tasks with the same text, on reading comprehension as measured through written summarization (η2 = .42). The increases for TWA-WS generalized both to social studies text and to a more complex composing-from-sources task. Effects of comorbid ADHD appeared on generalization and maintenance (d = 0.73 to 1.49) but not posttest measures.
Get full access to this article
View all access options for this article.
References
1.
AdkinsM. H. (2005). Self-regulated strategy development and generalization instruction: Effects on story writing among second and third grade students with emotional and behavioral disorders. Doctoral dissertation, University of Maryland.
2.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
3.
BakerL. (2002). Metacognition in comprehension instruction. In BlockC. C.PressleyM. (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford Press.
4.
BarkleyR. A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford Press.
5.
BiedermanJ.MonuteauxA. E.DoyleL. J.SeidmanT. E.WilensT. E.FerreroF. (2004). Impact of executive function deficits and attention deficit hyperactivity disorder (ADHD) on children. Journal of Consulting and Clinical Psychology, 72, 757–766.
6.
BrownA. L.DayJ. D. (1983). Macrorules for summarizing text: The development of expertise. Journal of Learning and Verbal Behavior, 22, 1–14.
7.
BurtS. A.KruegerR. F.McGueM.IaconoW. G. (2001). Sources of covariation among attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. Journal of Abnormal Psychology, 110, 516–525.
8.
CarrS. C.PunzoR. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241–250.
9.
ChallJ. S.BissexG. L.ConardS. S.Harris-SharplesS. H. (1996). Qualitative assessment of text difficulty: A practical guide for teachers and writers. Cambridge, MA: Brookline Books.
10.
CohenJ. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11.
CooneyT.DiSpezioM. A.FootsB. K.MatamorosA. L.NyquistK. B.OstlundK. L. (2000a). Scott Foresman Science. New York: Addison-Wesley Educational.
12.
CooneyT.DiSpezioM. A.FootsB. K.MatamorosA. L.NyquistK. B.OstlundK. L. (2000b). Scott Foresman Science. Teacher's Assessment Package. New York: Addison-Wesley Educational.
13.
CuttingL. E.DencklaM. B. (2003). Attention: Relationships between attention-deficit hyperactivity disorder and learning disabilities. In SwansonH. L.HarrisK. R.GrahamS. (Eds.), Handbook of learning disabilities (pp. 125–139). New York: Guilford Press.
14.
De La PazS. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research and Practice, 14, 92–106.
15.
De La PazS. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97, 139–156.
16.
DuPaulG. J.WeyandtL. L. (2006). School-based interventions for children and adolescents with attention deficit/hyperactivity disorder: Enhancing academic and behavioral outcomes. Education and Treatment of Children, 29, 341–358.
17.
FoleyR. M.EpsteinM. H. (1992). Correlates of the academic achievement of adolescents with behavioral disorders. Behavioral Disorders, 18, 9–17.
18.
FrazierT. W.YoungstromE. A.GluttingJ. J.WatkinsM. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65.
19.
FrickP. J.KamphausR. W.LaheyB. B.LoeberR.ChristM. G.HartE. L. (1991). Academic underachievement and the disruptive behavior disorders. Journal of Consulting and Clinical Psychology, 59, 289–294.
20.
GoldsteinS.GoldsteinM. (1998). Managing attention deficit hyperactivity disorders in children: A guide for practitioners (2nd ed.). New York: Wiley.
21.
GottfriedA. E. (1990). Academic intrinsic motivation in young children. Journal of Educational Psychology, 82, 525–538.
22.
GrahamS. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In MacArthurC. A.GrahamS.FitzgeraldJ. (Eds.), Handbook of writing research (pp. 187–207). New York: Guilford Press.
23.
GrahamS.HarrisK. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In SwansonH. L.HarrisK. R.GrahamS. (Eds.), Handbook of learning disabilities (pp. 323–344). New York: Guilford Press.
24.
GrahamS.HarrisK. R.MasonL. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207–241.
25.
GrahamS.PerinD. (2006). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
26.
HansonJ.PearsonP. D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth grade readers. Journal of Experimental Psychology, 75, 821–829.
27.
HaradaY.SatohY.SakumaA.ImaiJ.TamaruT.TakahashiT. (2002). Behavioral and developmental disorders among conduct disorder. Psychiatry and Clinical Neurosciences, 56, 621–626.
28.
HarrisK. R.GrahamS.MasonL. H. (2006). Improving the writing, knowledge and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43, 295–340.
29.
HinshawS. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.
30.
JohnsonL.GrahamS.HarrisK. R. (1997). The effects of goal setting and self instructions on learning a reading comprehension strategy: A study with students with learning disabilities. Journal of Learning Disabilities, 30, 80–91.
31.
KazdinA. E. (1987). Treatment of antisocial behavior in children: Current status and future directions. Psychological Bulletin, 102, 187–203.
32.
LaneK. L. (2004). Academic instruction and tutoring interventions for students with emotional and behavioral disorders: 1990 to the present. In RutherfordR. B.QuinnM. M.MatherS. R. (Eds.), Handbook of research in emotional and behavioral disorders (pp. 462–486). New York: Guilford Press.
33.
LaneK. L.CarterE. W.PiersonM. R.GlaeserB. C. (2006). Academic, social, and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional and Behavioral Disorders, 14, 108–117.
34.
LaneK. L.HarrisK. R.GrahamS.WeisenbachJ. L.BrindleM.MorphyP. (in press). The effects of self-regulated strategy development on the writing performance of second grade students with behavioral and writing difficulties. Journal of Special Education.
35.
LipseyM. W. (2006, June). Part 3: Using effect sizes in power analysis and research synthesis. Presentation to Institute of Educational Sciences, 2006 Research Conference, U.S. Department of Education, Washington, DC.
36.
LipsonM. Y.WixsonK. K. (2003). Assessment and instruction of reading and writing difficulty: An interactive approach (3rd ed.). Boston: Allyn & Bacon.
37.
LynchS.TaymansJ.WatsonW. A.OchsendorfR. J.PykeC.SzeszeM. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73, 202–223.
MasonL. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283–296.
40.
MasonL. H.ShrinerJ. G. (in press). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing: An Interdisciplinary Journal.
41.
MasonL. H.SnyderK. H.SukhramD. P.KedemY. (2006). TWA + PLANS Strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73, 69–87.
42.
MertlerC. A.VannattaR. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd ed.). Glendale, CA: Pyrczak.
43.
MooneyP.EpsteinM. H.ReidR.NelsonJ. R. (2003). Status and trends of academic intervention research for students with emotional disturbance. Remedial and Special Education, 24, 273–287.
44.
MooneyP.RyanJ. B.UhingB.ReidR.EpsteinM. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221.
45.
National Institute of Mental Health. (1996). Attention deficit hyperactivity disorder. Bethesda, MD: Author.
46.
NelsonJ. R.BennerG. J.LaneK.SmithB. (2004). Academic achievement of K–12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73.
47.
NelsonJ. R.BennerG. J.SternN.StageS. A. (2006). Interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Journal of Emotional and Behavioral Disorders, 14, 209–216.
48.
OgleD. M. (1989). The know, want to know, learn strategy. In MuthK. D. (Ed.), Children's comprehension of text (pp. 205–223). Newark, DE: International Reading Association.
49.
Pearson Education. (2003). Western hemisphere: Geography, history, culture. Upper Saddle River, NJ: Prentice Hall.
50.
PenningtonB. F.OzonoffS. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37, 51–87.
51.
PerinD. (2002). Effects of repetition on informational writing of developmental reading students. Journal of Developmental Education, 26, 2–4, 6, 8, 18.
52.
PerinD.KeselmanA.MonopoliM. (2003). Effects of text, domain and learner variables on the academic writing of developmental reading students. Higher Education, 45, 19–42.
53.
PressleyM.HildenK. (2004). Toward more ambitious comprehension instruction. In SillimanE. R.WilkinsonL. C. (Eds.), Language and literacy learning in schools (pp. 151–174). New York: Guilford Press.
54.
RapportM. D.ScanlanS. W.DenneyC. B. (1999). Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 1169–1183.
55.
ReidR.GonzalezJ.NordnessP. D.TroutA.EpsteinM. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. Journal of Special Education, 38, 130–143.
56.
ReidR.TroutA.SchwartzM. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361–377.
57.
RootR. W.ResnickR. J. (2003). An update on the diagnosis and treatment of attention deficit hyperactivity disorder in children. Professional Psychology: Research and Practice, 34 (1), 34–41.
58.
RuhlK. L.BerlinghoffD. H. (1992). Research on improving behaviorally disordered students' academic performance; A review of the literature. Behavioral Disorders, 17, 178–190.
59.
SaenzL. M.FuchsL. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education, 23, 31–41.
60.
SchnoesC.ReidR.WagnerM.MarderC. (2006). ADHD among students receiving special education services: A national survey. Exceptional Children, 72, 483–496.
61.
SchultzG. F.SwitzkyH. N. (1993). The academic achievement of elementary and junior high school students with behavioral disorders and their non-handicapped peers as a function of motivational orientation. Learning and Individual Differences, 5, 31–42.
62.
SpiveyK.KingJ. R. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24, 7–29.
63.
TrabassoT.BouchardE. (2002). Teaching readers how to comprehend text strategically. In BlockC. C.PressleyM. (Eds.), Comprehension instruction: Research-based best practices (pp. 176–200). New York: Guilford Press.
64.
TroutA. L.NordnessP. D.PierceC. D.EpsteinM. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11, 198–212.
65.
TsalY.ShalevI.MevorachC. (2005). The diversity of attention deficits in ADHD: The prevalence of four cognitive factors in ADHD versus controls. Journal of Learning Disabilities, 38, 142–158.
66.
VaughnS.HoganA.LancelottaG.ShapiroS.WalkerJ. (1992). Subgroups of children with severe and mild behavior problems: Social competence and reading achievement. Journal of Clinical Child Psychology, 21, 98–106.
67.
WechslerD. (1991). Wechsler Intelligence Scale for Children (3rd ed.). New York: Psychological Corporation.
