Embedding Choice Making into the Self-Regulated Strategy Development Instructional Approach for Students in a Residential Treatment Facility

dc.contributorBenner, Gregory J
dc.contributorEnnis, Robin Parks
dc.contributorShelton, Stephanie Anne
dc.contributor.advisorJolivette, Kristine
dc.contributor.advisorSwoszowski, Nicole Cain
dc.contributor.authorMichael, Elizabeth Loftin
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2022-07-05T20:07:25Z
dc.date.available2022-07-05T20:07:25Z
dc.date.issued2022
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractStudents 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/184299
dc.identifier.otheru0015_0000001_0004348
dc.identifier.otherMichael_alatus_0004D_14820
dc.identifier.urihttps://ir.ua.edu/handle/123456789/8566
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectalternative education settings
dc.subjectEmotional and behavioral disorders
dc.subjectlow-intensity behavior strategies
dc.subjectSelf-regulated strategy development
dc.subjectstrategy instruction
dc.subjectwriting instruction
dc.titleEmbedding Choice Making into the Self-Regulated Strategy Development Instructional Approach for Students in a Residential Treatment Facilityen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Special Education and Multiple Abilities
etdms.degree.disciplineSpecial Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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