Self-Regulated Strategy Development for Students with Emotional Behavioral Disorders

Bak, Nicole; Asaro-Saddler, Kristie

doi:10.1177/107429561302200307

Cited by 8 publications

(8 citation statements)

References 17 publications

(29 reference statements)

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“…These students experience poor written expression skills (Lane, Wehby, Little, & Cooley, 2005). As a result, they tend to struggle with all stages of the writing process: planning, organizing, drafting, revising, and finalizing their composition (Bak & Asaro-Saddler, 2013). Written compositions may be vague, underdeveloped, short in length, and lacking in detail, grade-level vocabulary, and complexity.…”

mentioning

confidence: 99%

Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders

Cuenca-Carlino

Mustian

Allen

et al. 2018

Remedial and Special Education

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Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction to students 3 days a week, 40 min each session, for 12 to 14 days of strategy instruction. The teacher and the paraprofessional provided instruction with high fidelity. Using a single-subject multiple-probe-across-groups design, findings indicated a functional relation between SRSD instruction and all students’ writing skills. Students’ essays increased for organizational quality and self-advocacy in writing. Furthermore, students’ writing self-efficacy increased as a result of instruction. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results.

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confidence: 99%

Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders

Cuenca-Carlino

Mustian

Allen

et al. 2018

Remedial and Special Education

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“…Students with EBDs also may display low levels of motivation for writing, making writing an even more daunting task, because motivation is vital in sustaining engagement in drafting and revising (Adkins & Gavins, 2012). If a writer lacks motivation to persevere through the writing process, he or she may become frustrated and engage in inappropriate behaviors (Bak & Asaro-Saddler, 2013).…”

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confidence: 99%

“…L. Lane, Graham, Harris, & Weisenbach, 2006). A lack of self-regulatory behaviors may prevent students with EBDs from being successful writers (Bak & Asaro-Saddler, 2013). For these reasons, it is logical to assume that students with EBDs who struggle with writing may struggle with the challenging task of creating written summaries.…”

mentioning

confidence: 99%

“…Use of self-regulatory behaviors while writing is important because it allows an individual to apply strategies, assess progress toward accomplishing a task, and encourage persistence when encountering frustration (K. L. Lane, Graham, Harris, & Weisenbach, 2006). A lack of self-regulatory behaviors may prevent students with EBDs from being successful writers (Bak & Asaro-Saddler, 2013). For these reasons, it is logical to assume that students with EBDs who struggle with writing may struggle with the challenging task of creating written summaries.…”

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confidence: 99%

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Effects of a Summarizing Strategy on Written Summaries of Children With Emotional and Behavioral Disorders

Saddler

Asaro-Saddler

Moeyaert

et al. 2016

Remedial and Special Education

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In this single-subject study, we examined the effects of a summarizing strategy on the written summaries of children with emotional and behavioral disorders (EBDs). Six students with EBDs in fifth and sixth grades learned a mnemonic-based strategy for summarizing taught through the self-regulated strategy development (SRSD) approach. Visual analyses were conducted, along with estimated effect sizes using quantitative methods at both the individual level and across cases. Visual analyses revealed evidence for a functional relation between the treatment program and quality points. Quantitatively, very large effects were noted for all six students. Anecdotal evidence suggested the students understood the purpose of the strategy and could independently recall the steps of the mnemonic by the end of the intervention. Results suggest that the strategy has the potential to improve the summary writing skills of students with EBDs. Limitations and future directions are discussed.

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“…Die Auswahl der jeweiligen Aufgabentypen im inklusiven Englischunterricht berücksichtigt die Lernausgangslagen der Schülerinnen und Schüler. Im Hinblick auf die Gestaltung der Selbsteinschätzungsbögen ist zu bedenken, dass Kinder mit Förderbedarf in der emotionalen und sozialen Entwicklung vielfach auch Schwierigkeiten im Lesen und Schreiben aufweisen (Bak & Asaro-Saddler 2013;Ennis et al 2014), wobei diese wahrscheinlich häufig nicht aus einer Beeinträchtigung der kognitiven Leistungsfähigkeit, sondern aus Problemen in der Aufmerksamkeitssteuerung und Verhaltensproblemen resultieren (Klicpera & Gasteiger-Klicpera 2008). Adäquate Visualisierung und die Verwendung eindeutiger Symbole stellen eine Orientierungshilfe dar; Aufgabentypen sollten eindeutig und immer gleich gekennzeichnet sein, um die Aufmerksamkeitssteuerung zu unterstützen und Sicherheit durch Wiedererkennen und Ritualisierung zu geben.…”

Section: Aufgabentypen Der Selbsteinschätzungunclassified

Tatjana Leidig & Paulina Marnett - Selbsteinschätzung im inklusiven Englischunterricht unter besonderer Berücksichtigung des Förderschwerpunktes Emotionale und soziale Entwicklung

Bongartz¹,

Rohde²

Inklusion Im Englischunterricht

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Students with special needs in the areas of emotional and social development, inter alia, often have little confidence in their performance and difficulties in planning, monitoring and checking their work processes. This article presents options of self-evaluation, promoting language learning awareness and metacognition while focusing on primary school inclusive English teaching. The concepts of reflection talks as a routine at the end of a lesson, study tips focusing on learning strategies and self-evaluation forms focusing on learning contents are introduced and their usage, depending on the students' experience is illustrated.

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Self-Regulated Strategy Development for Students with Emotional Behavioral Disorders

Cited by 8 publications

References 17 publications

Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders

Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders

Effects of a Summarizing Strategy on Written Summaries of Children With Emotional and Behavioral Disorders

Tatjana Leidig & Paulina Marnett - Selbsteinschätzung im inklusiven Englischunterricht unter besonderer Berücksichtigung des Förderschwerpunktes Emotionale und soziale Entwicklung

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