Effects of Quick Writing Instruction for High School Students With Emotional Disturbances

High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results ind...

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Bibliographic Details
Published in:	Journal of emotional and behavioral disorders Vol. 21; no. 3; pp. 163 - 175
Main Authors:	Mason, Linda H., Kubina, Richard M., Hoover, Theresa
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-09-2013 SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC
Subjects:	Acceptability Case Studies Classrooms Emotional disorders Emotional Disturbances High School Students High schools Instructional Effectiveness Interviews Mental health care Metacognition Secondary school students Selfregulation Student Attitudes Teaching Methods United States (East) Writing Improvement Writing Instruction Writing Strategies high school emotional disturbances strategy instruction writing
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Summary:	High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1063-4266 1538-4799
DOI:	10.1177/1063426611410429