Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class

Autor/inn/en	Ennis, Robin Parks; Jolivette, Kristine
Titel	Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class
Quelle	In: Behavioral Disorders, 40 (2014) 1, S.26-36 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Emotional Problems; Behavior Problems; Self Management; Persuasive Discourse; Self Efficacy; Writing Skills; Writing Improvement; Health Education; Common Core State Standards; High School Students; Intervention; Program Effectiveness; Grade 9; Questionnaires; Screening Tests; Child Behavior; Likert Scales; Strengths and Difficulties Questionnaire; Systematic Screening for Behavior Disorders; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstmanagement; Persuasion; Persuasive Kommunikation; Self-efficacy; Selbstwirksamkeit; Writing skill; Schreibfertigkeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Common core curriculum; Curriculum; Kerncurriculum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Screening-Verfahren; Likert-Skala
Abstract	The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high school health class. Using a multiple probe multiple baseline across pairs of participants design, a functional relation was demonstrated between the intervention and students' persuasive writing skills as measured by essay elements, quality, and correct word sequences. Data on motivation to write and self-efficacy for writing were mixed, suggesting that additional research is needed. Social validity data suggested the intervention was socially acceptable to all participants, improving postintervention. Limitations and future directions are discussed. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01