Effects of GO 4 IT . . . NOW! On Writing Skills of Students with Emotional and Behavioral Disorders

Autor/inn/en	Criss, Caitlin J.; Konrad, Moira; Alber-Morgan, Sheila R.; Telesman, Alana Oif
Titel	Effects of GO 4 IT . . . NOW! On Writing Skills of Students with Emotional and Behavioral Disorders
Quelle	In: Education and Treatment of Children, 44 (2021) 2, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Criss, Caitlin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Writing Skills; Writing Strategies; Writing Instruction; Direct Instruction; Instructional Effectiveness; Expository Writing; Paragraph Composition; Feedback (Response); Self Evaluation (Individuals); Revision (Written Composition); Individualized Education Programs; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Early Adolescents; Goal Orientation + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Schreibtechnik; Schreibunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Korrektur; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Zielorientierung; Zielvorstellung
Abstract	Students with emotional or behavioral disorders (EBD) perform academically below their peers. One area of particular challenge is written expression. Using a multiple-probe design across participants, this study evaluated the effects of GO 4 IT . . . NOW! strategy instruction on the writing skills of three students with EBD, ages 11-14. The researchers used GO 4 IT . . . NOW strategy instruction to teach students to write paragraphs in the context of their individualized education programs; in particular, students learned to write goals and objectives related to their self-identified academic and nonacademic needs. Researchers taught 19 GO 4 IT . . . NOW! lessons in a one-on-one format; lessons included explicit strategy instruction, feedback, self-evaluation, and practice with revising paragraphs. Results indicate a functional relation between GO 4 IT . . . NOW! strategy instruction and improved expository and IEP goal paragraphs. Students maintained gains into the following school year. Social validity, limitations, and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01