Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial

Autor/inn/en	Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris
Titel	Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial
Quelle	In: Elementary School Journal, 113 (2012) 2, S.160-191 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Evidence; Outcome Measures; Behavior Disorders; Grade 2; Behavior Problems; Correlation; Scores; Scoring; Validity; Grade 3; Regular and Special Education Relationship; Essays; Intervention; Elementary School Students; Professional Development; Writing Ability; Writing Instruction; Cognitive Ability; Opinions; Response to Intervention; Elementary School Teachers; Comparative Analysis; Likert Scales; Effect Size; Multiple Regression Analysis; Tennessee + Suchen Sie Ihr Suchwort? Evidenz; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Bewertung; Gültigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Essay; Aufsatzunterricht; Schreibkompetenz; Schreibunterricht; Denkfähigkeit; Lehrmeinung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala
Abstract	This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains. (Contains 7 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10