Students with emotional or behavioral disorders (EBD) perform academically below their peers. One area of particular challenge is written expression. Using a multiple-probe design across participants, this study evaluated the effects of GO 4 IT . . . NOW! strategy instruction on the writing skills of three students with EBD, ages 11–14. The researchers used GO 4 IT . . . NOW strategy instruction to teach students to write paragraphs in the context of their individualized education programs; in particular, students learned to write goals and objectives related to their self-identified academic and nonacademic needs. Researchers taught 19 GO 4 IT . . . NOW! lessons in a one-on-one format; lessons included explicit strategy instruction, feedback, self-evaluation, and practice with revising paragraphs. Results indicate a functional relation between GO 4 IT . . . NOW! strategy instruction and improved expository and IEP goal paragraphs. Students maintained gains into the following school year. Social validity, limitations, and future directions are discussed.

情绪或行为障碍（EBD）的学生在学业上低于同龄人。书面表达是一项特别挑战的领域。使用跨参与者的多探针设计，本研究评估了GO 4 IT的效果。。。现在！关于三名11-14岁EBD学生写作技巧的策略指导。研究人员使用GO 4 IT。。。现在的策略指导，教学生在个性化的教育计划中撰写段落；特别是，学生学会了编写与自己的学术和非学术需求有关的目的和目标。研究人员教授了19项GO 4 IT。。。现在！一对一的课程；课程包括明确的策略指导，反馈，自我评估以及对段落进行修改的练习。结果表明GO 4 IT之间存在功能关系。。。现在！策略指导以及改进的说明和IEP目标段落。学生在下一学年保持增长。讨论了社会有效性，局限性和未来发展方向。