In the past decade, the amount of instructional research on writing for students with emotional and behavioral disorders (EBD) has increased dramatically. Researchers find that students with EBD greatly improve their writing skills when they are systematically taught to write using metacognitive strategies with embedded self-regulation strategies. Researchers also have demonstrated that, in many cases, the intensity and duration of instruction required for these students to be successful is significantly longer and more intense that what is typically provided in schools. This manuscript summarizes major findings and provides direction for future researchers and practice.
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