STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary... Abstract: Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with E/BD. The STOP and DARE mnemonic was used to teach 16 students with E/BD persuasive writing over six-weeks of intervention. The intervention, viewed as socially acceptable by students and teachers, was implemented with high fidelity as measured by the interventionist and researchers. The intervention resulted in large effect sizes as compared with a control group ( n = 9) for number of essay elements, overall quality, and total written words. Results generalized to the Writing Samples Subtest of the Woodcock Johnson . Limitations and future directions also are included. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

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Publisher
West Virginia University Press
Copyright
Copyright © 2013 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

Abstract: Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with E/BD. The STOP and DARE mnemonic was used to teach 16 students with E/BD persuasive writing over six-weeks of intervention. The intervention, viewed as socially acceptable by students and teachers, was implemented with high fidelity as measured by the interventionist and researchers. The intervention resulted in large effect sizes as compared with a control group ( n = 9) for number of essay elements, overall quality, and total written words. Results generalized to the Writing Samples Subtest of the Woodcock Johnson . Limitations and future directions also are included.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Aug 14, 2013

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