Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students with Emotional/Behavioral Disorders

Autor/inn/en	Cuenca-Carlino, Yojanna; Mustian, April L.; Allen, Ruth D.; Whitley, Samuel F.
Titel	Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students with Emotional/Behavioral Disorders
Quelle	In: Remedial and Special Education, 40 (2019) 2, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517751212
Schlagwörter	High School Students; Emotional Problems; Behavior Disorders; Emotional Disturbances; Persuasive Discourse; Essays; Self Advocacy; Student Needs; Student Adjustment; Special Education Teachers; Paraprofessional School Personnel; Program Effectiveness; Writing Skills; Student Satisfaction; Teacher Attitudes; Special Schools + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gefühlsstörung; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Selbstbehauptung; Adjustment; Adaptation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Writing skill; Schreibfertigkeit; Lehrerverhalten; Special school; Sonderschule
Abstract	Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction to students 3 days a week, 40 min each session, for 12 to 14 days of strategy instruction. The teacher and the paraprofessional provided instruction with high fidelity. Using a single-subject multiple-probe-across-groups design, findings indicated a functional relation between SRSD instruction and all students' writing skills. Students' essays increased for organizational quality and self-advocacy in writing. Furthermore, students' writing self-efficacy increased as a result of instruction. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01