STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility

Autor/inn/en	Ennis, Robin Parks; Jolivette, Kristine; Boden, Lauren J.
Titel	STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students with E/BD in a Residential Facility
Quelle	In: Education and Treatment of Children, 36 (2013) 3, S.81-99 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1353/etc.2013.0026
Schlagwörter	Emotional Disturbances; Behavior Disorders; Children; Residential Programs; Elementary School Students; Mnemonics; Teaching Methods; Writing Instruction; Persuasive Discourse; Intervention; Student Attitudes; Teacher Attendance; Writing Assignments; Essays; Nontraditional Education; Learner Engagement; Prompting; Check Lists; Instructional Effectiveness; Pretests Posttests; Intervention Rating Profile; Strengths and Difficulties Questionnaire; Systematic Screening for Behavior Disorders; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gefühlsstörung; Child; Kind; Kinder; Sozialer Wohnungsbau; Mnemotechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Persuasion; Persuasive Kommunikation; Schülerverhalten; Essay; Aufsatzunterricht; Non-traditional education; Alternative Erziehung; Benutzerführung; Checkliste; Unterrichtserfolg
Abstract	Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with E/BD. The STOP and DARE mnemonic was used to teach 16 students with E/BD persuasive writing over six-weeks of intervention. The intervention, viewed as socially acceptable by students and teachers, was implemented with high fidelity as measured by the interventionist and researchers. The intervention resulted in large effect sizes as compared with a control group ("n" = 9) for number of essay elements, overall quality, and total written words. Results generalized to the Writing Samples Subtest of the "Woodcock Johnson." Limitations and future directions also are included. (Contains 3 tables.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10