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. Unpublished doctoral dissertation, University of Maryland, College Park.
2.
Association for Supervision and Curriculum Development (Producer). (2002). Teaching students with learning disabilities: Using learning strategies [Video]. (Available from the Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311–1714).
3.
De La PazS.GrahamS. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 291–304.
4.
DrummondT. (1994). The Student Risk Screening Scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.
5.
GrahamS.HarrisK. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353–361.
6.
GrahamS.HarrisK. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore: Brookes.
7.
GreshamF. M.ElliottS. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
8.
HammillD.LarsenS. (1996). Test of Written Language-3. Austin, TX: Pro-ED.
9.
HarrisK.GrahamS.MasonL.FriedlanderB. (2008). Powerful writing strategies for all students. Baltimore: Brookes.
10.
HarrisK. R.GrahamS. (1996). Making the writing process work: Strategies for composition and self-regulation (2nd ed.). Cambridge, UK: Brookline Books.
11.
HarrisK. R.GrahamS.MasonL. (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.
12.
HendleyS. L. (2007). Use positive behavior support for inclusion in the general education classroom. Intervention in School and Clinic, 42, 225–228.
13.
LaneK.GrahamS.HarrisK. R.LittleL.SandmelK.BrindleM. (in press). Story writing: The effects of Self-Regulated Strategy Development for second grade students with writing and behavioral difficulties. Journal of Special Education.
14.
LaneK.HarrisK. R.GrahamS.WeisenbachJ.BrindleM.MurphyP. (2008). The effects of self-regulated strategy development on the writing performance of second grade students with behavioral and writing difficulties. Journal of Special Education, 41, 234–253.
15.
LaneK. L.KalbergJ. R.MenziesH. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford.
16.
ReidR.LienemannT. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional Children, 73, 53–68.
17.
TomlinsonC. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
18.
WalkerH. M.HornerR. H.SugaiG.BullisM.SpragueJ. R.BrickerD. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209.
