In this multiple probe across participants study, a special education teacher implemented Self-regulated Strategy Development for informational writing citing evidence from two sources following practice-based professional development in a special education setting. Three female and three male middle school African American students receiving special education services participated in the study. Researchers considered how the intervention affected the writing skills of middle-school students with learning disabilities or those at risk for emotional or behavioral disorders in terms of holistic quality, analytic quality, evidence of strategy use, use of academic vocabulary, and length as well as implementation fidelity and socially validity for both teacher and students. Researchers conducted observations of classroom writing practices prior to the intervention to contextualize writing practices prior to the introduction of the intervention. The teacher implemented with high fidelity and rated PBPD favorably both before and after intervention. Following intervention, student analytic quality, holistic quality, use of academic vocabulary, evidence of strategy use, and number of words written increased. Students decreased instances of copying. Both teacher and students rated SRSD high on measures of social validity.

中文翻译：

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在特殊教育教室中满足初中作家的需求：SRSD的信息体裁引用了基于文本的证据

在这项针对参与者研究的多重调查中，一名特殊教育老师在信息教育写作中实施了自律策略开发，并引用了来自特殊教育环境中基于实践的专业发展后来自两个方面的证据。接受特殊教育服务的三名女性和三名男性中学非洲裔美国学生参加了这项研究。研究人员从整体质量，分析质量，策略使用证据，学术词汇的使用以及篇幅和长度等方面考虑了干预措施如何影响有学习障碍或有情感或行为障碍风险的中学生的写作技能老师和学生的执行保真度和社会效度。研究人员在干预之前对课堂写作实践进行了观察，以在干预之前引入写作实践的语境。老师在干预前后都以很高的保真度实施了PBPD评估。经过干预，学生的分析素质，整体素质，学术词汇的使用，策略使用的证据以及所写单词的数量都增加了。学生减少了复制实例。老师和学生都对SRSD的社会有效性进行了高度评价。使用策略的证据，所写单词的数量增加。学生减少了复制实例。老师和学生都对SRSD的社会有效性进行了高度评价。使用策略的证据，所写单词的数量增加。学生减少了复制实例。老师和学生都对SRSD的社会有效性进行了高度评价。