The Effects of Writing Choice Prompt on the Written Narratives of Students with Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design

Autor/inn/en	Ennis, Robin Parks; Jolivette, Kristine; Losinski, Mickey
Titel	The Effects of Writing Choice Prompt on the Written Narratives of Students with Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design
Quelle	In: Behavioral Disorders, 42 (2017) 4, S.185-195 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Writing Instruction; Prompting; Emotional Disturbances; Behavior Disorders; Residential Institutions; Females; Grade 7; Grade 8; Grade 9; Grade 10; Intervention; Writing Assignments; Decision Making; Summer Schools; Essays; Personal Narratives + Suchen Sie Ihr Suchwort? Schreibunterricht; Benutzerführung; Gefühlsstörung; Wohnumgebung; Weibliches Geschlecht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Decision-making; Entscheidungsfindung; Summer school; Sommerkurs; Essay; Aufsatzunterricht; Erlebniserzählung
Abstract	In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7-10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01