Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders. (April 2019)

• Record Type: Journal Article
• Authors: Cuenca-Carlino, Yojanna; Mustian, April L.; Allen, Ruth D.; Whitley, Samuel F.
• Other Names: McIntosh Kent guest-editor.; Lane Kathleen Lynne guest-editor.
• Is Part Of: Remedial and special education. Volume 40:Number 2(2019)
• Page Start: 83
• Page End: 96
• Publication Date: 2019-04
• Subjects: intervention -- written language -- self-advocacy/self-determination -- emotional and behavioral disorders -- exceptionalities -- self-regulated strategy development -- high school -- special education; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932517751212
• Languages: English
• ISSNs: 0741-9325

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.