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 = .97), word count (overall Tau-U = .96), and holistic quality (overall Tau-U = .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.

中文翻译：

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改善在住宿设施接受教育的情绪和行为障碍中学生的说服性科学写作

许多经历过复杂创伤的学生在接受治疗时，会在住宅治疗设施（RTF）中接受有关情绪和行为障碍的特殊教育服务。患有情绪和行为障碍的学生经常挣扎的一项学术技能是写作。当前的多探针，多基线，跨群体研究涉及一名RTF的科学老师，该教师使用自我调节的策略发展模型为11名经历复杂创伤的中学生提供全班说服力的写作指导。结果表明，对说服力部分（总体Tau-U = 0.97），单词计数（总体Tau-U = 0.96）和整体质量（总体Tau-U = 0.97）有很大的影响，并且参与者的社会有效性很高。