Abstract:
Students with emotional behavioral disorders often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. Chapter 1 consists of two research to practice papers discussing how to address deficits in persuasive writing skills and behavior needs through explicit instruction in persuasive writing strategies (e.g., self-regulated strategy development) and embedded function-based choice making. Chapter 2 consists of a multiple probe across students with embedded reversal single case design on POW+TREE, a persuasive writing strategy used within the self-regulated strategy development (SRSD) instructional approach. Three students in grades 3rd, 5th and 6th with emotional behavioral disorders were recruited to receive SRSD POW+TREE with embedded function-based choice making in a residential education setting. The number of pers essay elements and a variety of writing quality indicators along with student motivation and active academic engagement were examined. Participants who completed the study demonstrated varied engagement and an increase in included essay elements along with overall essay quality and increased motivation to write persuasively. Implications for teachers, limitations, and future directions are presented. Data collection and results of this study were impacted by the COVID-19 pandemic.
