Write On: The Effects of Self-Regulated Strategy Development with Science Prompts on the Persuasive Writing Performance of Students with Emotional and Behavioral Disorders
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology and Special Education
Date of Award
Fall 2015
Abstract
Difficulty organizing thoughts and ideas is indicative of students with Emotional and Behavioral Disorders (EBD), which makes writing a challenge. Self-Regulated Strategy Development (SRSD) strategies are a common effective intervention to support students with EBD. This study evaluated the effects of an SRSD writing intervention, POW + TREE, on the academic and behavioral performance of three elementary school students with emotional and behavioral disorders. Results indicate that each participant improved writing quality and quantity. This study adds to the evidence base suggesting that SRSD interventions are a viable option for students with emotional or behavioral disorders. Implications for practice and future research directions are reported.
Advisor
Brittany L. Hott
Subject Categories
Education | Educational Psychology
Recommended Citation
Shora, Nelly, "Write On: The Effects of Self-Regulated Strategy Development with Science Prompts on the Persuasive Writing Performance of Students with Emotional and Behavioral Disorders" (2015). Electronic Theses & Dissertations. 996.
https://digitalcommons.tamuc.edu/etd/996
