A Review of Self-Regulated Strategy Development for Writing for Students with EBD

Autor/inn/en	Sreckovic, Melissa A.; Common, Eric A.; Knowles, Meagan M.; Lane, Kathleen Lynne
Titel	A Review of Self-Regulated Strategy Development for Writing for Students with EBD
Quelle	In: Behavioral Disorders, 39 (2014) 2, S.56-77 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Behavior Disorders; Emotional Disturbances; Writing Instruction; Literature Reviews; Best Practices; At Risk Students; Student Needs; Intervention; Cognitive Processes; Cognitive Development; Knowledge Level; Student Attitudes; Memorization; Drills (Practice); Role Models; Teaching Methods; Journal Articles; Coding; Data Analysis; Instructional Effectiveness; Effect Size; Computation; Research Methodology + Suchen Sie Ihr Suchwort? Gefühlsstörung; Schreibunterricht; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Wissensbasis; Schülerverhalten; Gedächtnistraining; Identifikationsfigur; Teaching method; Lehrmethode; Unterrichtsmethode; Journal article; Zeitschriftenaufsatz; Codierung; Programmierung; Auswertung; Unterrichtserfolg; Research method; Forschungsmethode
Abstract	In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at risk for EBD. All articles met 80% or more of the quality indicators (weighted coding range: 6.17-7.00 for single case design; 3.5-4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10