Improving Persuasive Science Writing for Secondary Students with Emotional and Behavioral Disorders Educated in Residential Treatment Facilities

Autor/inn/en	Garwood, Justin D.; Werts, Margaret G.; Mason, Linda H.; Harris, Bronwyn; Austin, Morgan B.; Ciullo, Stephen; Magner, Karen; Koppenhaver, David A.; Shin, Mikyung
Titel	Improving Persuasive Science Writing for Secondary Students with Emotional and Behavioral Disorders Educated in Residential Treatment Facilities
Quelle	In: Behavioral Disorders, 44 (2019) 4, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742918809341
Schlagwörter	Student Behavior; Behavior Disorders; Emotional Disturbances; Residential Programs; Persuasive Discourse; Writing (Composition); Special Education; Writing Skills; Science Teachers; Secondary School Students; Trauma; Special Schools; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Aggression; Child Abuse; Program Effectiveness; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gefühlsstörung; Sozialer Wohnungsbau; Persuasion; Persuasive Kommunikation; Schreibübung; Special needs education; Sonderpädagogik; Sonderschulwesen; Writing skill; Schreibfertigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Special school; Sonderschule; Fragebogen; Screening-Verfahren; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder
Abstract	Many students who have experienced complex trauma receive special education services related to emotional and behavioral disorders at residential treatment facilities (RTFs) as they undergo therapy. One academic skill in which students with emotional and behavioral disorders often struggle is writing. The current multi-probe, multiple-baseline, across-groups-of-students study involved a science teacher in an RTF delivering whole-class persuasive writing instruction using the self-regulated strategy development model with 11 secondary students experiencing complex trauma. Results suggested large effects for persuasive parts (overall Tau-"U" = 0.97), word count (overall Tau-"U" = 0.96), and holistic quality (overall Tau-"U" = 0.97), as well as high social validity among participants. Implications for providing instruction to students in RTF settings and future directions for this population are included. (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