Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students’ writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants’ written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students’ overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students’ problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed.
AdkinsM. H.GavinsM. V. (2012). Self-regulated strategy development and generalization instruction: Effects on story writing and personal narratives among students with severe emotional and behavioral disorders. Exceptionality, 20(4), 235–249. https://doi.org/10.1080/09362835.2012.724625
2.
AjzenI. (1985). From intentions to actions: A theory of planned behavior. In KuhlJ.BeckmannJ. (Eds.), Springer series in social psychology: Action control—From cognition to behavior (pp. 11–39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2
AjzenI.KruglanskiA. W. (2019). Reasoned action in the service of goal pursuit. Psychological Review, 126(5), 774–786. https://doi.org/10.1037/rev0000155
5.
AlimoradiK.DavarpanahS. H.TaymooriP.OstovarA.RahmaniK. (2022). Predicting physical and verbal aggression perpetration among teenage boys: An application of the theory of planned behavior. International Journal of Human Rights in Healthcare, 15(3), 276–287. https://doi.org/10.1108/IJHRH-12-2020-0110
6.
AndersonD.AlonzoJ.TindalG.FarleyD.IrvinP. S.LaiC.-F.SavenJ. L.WrayK. A. (2014). Technical manual: EasyCBM (Technical Report No. 1408). Behavioral Research and Teaching.
7.
BerkR. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. https://www.ronberk.com/articles/2009_video.pdf
CosdenM.GannonC.HaringT. G. (1995). Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, 11–27. https://doi.org/10.1007/BF02110212
10.
Cuenca-CarlinoY.MustianA. L. (2013). Self-regulated strategy development: Connecting persuasive writing to self-advocacy for students with emotional and behavioral disorders. Behavioral Disorders, 39(1), 3–15. https://doi.org/10.1177/019874291303900102
11.
CutlerL.GrahamS. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907–919. https://doi.org/10.1037/a0012656
12.
DeVriesJ. M.RathmannK.GebhardtM. (2018). How does social behavior relate to both grades and achievement scores?Frontiers in Psychology, 9, Article 857. https://doi.org/10.3389/fpsyg.2018.00857
13.
DonkorF. (2010). The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance. International Review of Research in Open and Distance Learning, 11(1), 96–116. https://doi.org/10.19173/irrodl.v11i1.792
14.
EnnisR. P. (2015). Simultaneously addressing academic and behavioral needs during writing instruction. Beyond Behavior, 24(1), 3–9. https://doi.org/10.1177/107429561502400102
15.
EnnisR. P. (2016). Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies. Education and Treatment of Children, 39(4), 545–568. https://doi.org/10.1353/etc.2016.0024
16.
EnnisR. P.HarrisK. R.LaneK. L.MasonL. H. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40(1), 68–77. https://doi.org/10.17988/0198-7429-40.1.68
17.
EnnisR. P.JolivetteK. (2014). Existing research and future directions for self-regulated strategy development with students with and at risk for emotional and behavioral disorders. The Journal of Special Education, 48(1), 32–45. https://doi.org/10.1177/0022466912454682
18.
EnnisR. P.JolivetteK.Patton-TerryN. P.FredrickL. D.AlbertoP. A. (2015). Classwide teacher implementation of self-regulated strategy development for writing with students with E/BD in a residential facility. Journal of Behavioral Education, 24, 88–111. https://doi.org/10.1007/s10864-014-9207-7
19.
EnnisR. P.KatsiyannisA. (2017). Avoiding unwarranted segregation of students with behavioral needs: Lessons learned. Intervention in School and Clinic, 53(4), 212–215. https://doi.org/10.1177/1053451217712954
GrahamS.HarrisK. R. (1992). Self-regulated strategy development: Programmatic research in writing. In WongB. Y. L. (Ed.), Contemporary intervention research in learning disabilities (pp. 47–64). Springer. https://doi.org/10.1007/978-1-4612-2786-1_3
23.
GrahamS.HarrisK. R. (2017). Evidence-based writing practices: A meta-analysis of existing meta-analyses. In RedondoR. F.HarrisK.BraaksmaM. (Eds.), Design principles for teaching effective writing (pp. 13–37). Brill Academic Publishers. https://doi.org/10.1163/9789004270480_003
HarrisK. R.GrahamS.MasonL. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1–16. https://doi.org/10.17161/foec.v35i7.6799
26.
HarrisK. R.GrahamS.MasonL. H.FriedlanderB. (2008). Powerful writing strategies for all students. Brookes.
27.
HarrisK. R.LaneK. L.DriscollS. A.GrahamS.WilsonK.SandmelK.BrindleM.SchatschneiderC. (2012). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges: A randomized controlled trial. The Elementary School Journal, 113(2), 160–191. https://doi.org/10.1086/667403. http://hdl.handle.net/1808/10940
28.
HasheyA. I.MillerK. M.FoxworthL. L. (2020). Combining universal design for learning and self-regulated strategy development to bolster writing instruction. Intervention in School and Clinic, 56(1), 22–28. https://doi.org/10.1177/1053451220910733
HornerR. D.BaerD. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11(1), 189–196. https://doi.org/10.1901/jaba.1978.11-189
31.
JolivetteK.WehbyJ. H.CanaleJ.MasseyN. G. (2001). Effects of choice-making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26(2), 131–145. https://doi.org/10.1177/019874290102600203
32.
KingK. R.GonzalesC. R.ReinkeW. M. (2019). Empirically derived subclasses of academic skill among children at risk for behavior problems and association with distal academic outcomes. Journal of Emotional and Behavioral Disorders, 27(3), 131–142. https://doi.org/10.1177/1063426617754082
33.
LaneK. L.HarrisK.GrahamS.DriscollS.SandmelK.MorphyP.HebertM.HouseE.SchatschneiderC. (2011). Self-regulated strategy development at tier 2 for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4(4), 322–353. https://doi.org/10.1080/19345747.2011.558987
34.
LosinskiM.Cuenca-CarlinoY.ZablockiM.TeagardenJ. (2014). Examining the efficacy of self-regulated strategy development for students with emotional or behavioral disorders: A meta-analysis. Behavioral Disorders, 40(1), 52–67. https://doi.org/10.17988/0198-7429-40.1.52
MaagJ. W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13(3), 155–172. https://doi.org/10.1207/s15327035ex1303_2
37.
MacSuga-GageA. S.GageN. A. (2015). Student-level effects of increased teacher-directed opportunities to respond. Journal of Behavioral Education, 24(3), 273–288. https://doi.org/10.1007/s10864-015-9223-2
38.
MasonL. H.KubinaR. M.Jr.ValasaL. L.CramerA. M. (2010). Evaluating effective writing instruction for adolescent students in an emotional and behavior support setting. Behavioral Disorders, 35(2), 140–156. https://doi.org/10.1177/019874291003500205
39.
MasonL. H.ShrinerJ. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing: An Interdisciplinary Journal, 21(1–2), 71–93. https://doi.org/10.1007/s11145-007-9065-y
MastropieriM. A.ScruggsT. E.CerarN. I.Allen-BronaughD.ThompsonC.GuckertM.LeinsP.HauthC.Cuenca-SanchezY. (2015). Fluent persuasive writing with counterarguments for students with emotional disturbance. The Journal of Special Education, 48(1), 17–31. https://doi.org/10.1177/0022466912440456
McKennaJ. W.GarwoodJ. D.WerungaR. (2020). Reading instruction for secondary grade students with emotional and behavioral disorders: A focus on comprehension. Beyond Behavior, 29(1), 18–30. https://doi.org/10.1177/1074295619900379
44.
MilesS. B.StipekD. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103–117. https://doi.org/10.1111/j.1467-8624.2006.00859.x
45.
MillerK. M.LittleM. E. (2018). Examining the effects of SRSD in combination with video self-modeling on writing by third grade students with learning disabilities. Exceptionality, 26(2), 81–105. https://doi.org/10.1080/09362835.2017.1283622
46.
PophamM.CountsJ.RyanJ. B.KatsiyannisA. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18(4), 239–253. https://doi.org/10.1111/1471-3802.12408
47.
RobertsonR. E. (2020). Breaking down buy-in: Can lessons from social psychology increase teacher use of proactive behavior management?Psychology in the Schools, 57(11), 1771–1786. https://doi.org/10.1002/pits.22431
48.
SandersS.EnnisR. P.LosinskiM. (2018). Academic and behavioral strategies to enhance the understanding of expository text for secondary students with EBD. Beyond Behavior, 27(2), 65–73. https://doi.org/10.1177/1074295618780975
49.
SandersS.JolivetteK.RollinsL. H.PitzelA. (2023). The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility. Preventing School Failure, 1–11. https://doi.org/10.1080/1045988X.2022.2158159
50.
SchuhK. L.FarrellC. A. (2006). Student effort, media preference, and writing quality when using print and electronic resources in expository writing. Journal of Educational Computing Research, 35(1), 61–81. https://doi.org/10.2190/QJ4N-2863-Q6L0-6360
ShapiroD. L.WatsonA. (2000). Using the theory of planned behavior to induce problem solving in schools. Negotiation Journal, 16(2), 183–190. https://doi.org/10.1023/A:1007563516310
53.
ShinnM. R. (1989). Identifying and defining academic problems: CBM screening and eligibility procedures. In ShinnM. R. (Ed.), The Guilford school practitioner series. Curriculum-based measurement: Assessing special children (pp. 90–129). The Guilford Press.
54.
SreckovicM. A.CommonE. A.KnowlesM. M.LaneK. L. (2014). A review of self-regulated strategy development for writing for students with EBD. Behavioral Disorders, 39(2), 56–77. https://doi.org/10.1177/019874291303900203
55.
StateT. M.SimonsenB.HirnR. G.WillsH. (2019). Bridging the research-to-practice gap through effective professional development for teachers working with students with emotional and behavioral disorders. Behavioral Disorders, 44(2), 107–116. https://doi.org/10.1177/0198742918816447
56.
SwansonH. L.HarrisK. R.GrahamS. (Eds.). (2014). Handbook of learning disabilities (2nd ed.). The Guilford Press.
57.
WalkerH. M.RamseyE.GreshamF. M. (2004). Antisocial behavior in school: Evidence-based practices. Thomson/Wadsworth.
58.
WittJ. C.ElliottS. N. (1985). Acceptability of classroom intervention strategies. In KratochwillT. R. (Eds.), Advances in school psychology (Vol. 4., pp. 251–288). Lawrence Erlbaum.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
