Using a Mobile-Based Graphic Organizer with Embedded Procedural Facilitation for Idea Generation to Support Persuasive Essay Writing for Middle School Students with Emotional and Behavioral Disorders

Autor/in	Ahn, Soo Y.
Titel	Using a Mobile-Based Graphic Organizer with Embedded Procedural Facilitation for Idea Generation to Support Persuasive Essay Writing for Middle School Students with Emotional and Behavioral Disorders
Quelle	(2017), (303 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5553-7
Schlagwörter	Hochschulschrift; Dissertation; Instructional Materials; Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Cues; Grade 7; Grade 8; Behavior Disorders; Emotional Disturbances; Essays; Intervention; Persuasive Discourse; Writing Skills; Writing Strategies; Middle School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Stichwort; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Gefühlsstörung; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Schreibtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study used a single-subject, multiple-baseline across participants design to replicate previous research on the functional relation between the use of a mobile-based graphic organizer (MBGO) and the persuasive writing performance of middle school students with high incidence disabilities. The current study extended the previous research by adding embedded procedural facilitation cues to generate ideas. Participants for the study were four seventh and eighth-grade students with emotional and behavioral disorders at a public day school. The students first completed essays in the baseline phase, then entered the intervention phase. The four lessons in the instruction phase covered the parts of the persuasive essay and how they relate to each other, the use of the procedural facilitation cues to generate ideas to support opinions, and modeling and independent practice of the MBGO. In the subsequent treatment phase students completed treatment essays using the MBGO and the strategies learned from the previous phase. After the treatment phase, the students were given a fifth lesson on how to apply the strategies when writing without the MGBO. They then completed maintenance essays. The results from the essays demonstrated improvements from baseline to treatment across all participants in all measures: number of words, number of sentences, number of transition words, functional essay elements, coherence, and holistic writing quality. These improvements were indicated by high-level change and a high percentage of non-overlapping data which evidenced a functional relation between the intervention and student writing performance. The students were able to maintain their gains from treatment phase without the MBGO. In addition to analysis of the essay data, the students' procedural facilitation cues were observed to examine their use, and postintervention interviews were conducted to assess social validity. The students reported finding the intervention beneficial and expressed overall positive perceptions of the MBGO and procedural facilitation cues. Limitations, implications, and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01