Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alevriadou, A., & Giaouri, S. (2015). The impact of executive functions in the written language process: Some evidence from children with writing disabilities. Journal of Psychologists & Counselors in Schools, 25, 24–37. https://doi.org/10.1017/jgc.2015.3.
Bak, N., & Asaro-Saddler, K. (2013). SRSD for students with emotional behavioral disorders. Beyond Behavior, 22(3), 46–53. https://doi.org/10.1177/107429561302200307.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook for policy and practice (pp. 3–31). San Francisco: Jossey-Bass.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life. New York: Guilford Press.
Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: A national survey. Reading & Writing, 29, 929–954.
Bulgren, J. A., Sampson Graner, P., & Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history. Learning Disabilities: Research & Practice, 28, 17–27. https://doi.org/10.1111/ldrp.12003.
De la Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687–698. https://doi.org/10.1037//0022-0663.94.4.687.
De la Paz, S., Swanson, P., & Graham, S. (1998). The contribution of executive control to the revising by students with writing and learning difficulties. Journal of Educational Psychology, 90, 448–460. https://doi.org/10.1037/0022-0663.90.3.448.
Desimone, L., & Stuckey, D. (2014). Sustaining professional development. In. L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, Prek–12 (pp. 467–482). New York, NY: Guilford press.
Ennis, R., & Jolivette, K. (2014). Using SRSD for persuasive writing to increase the writing and self-efficacy skills of students with emotional and behavioral disorders in health class. Behavioral Disorders, 40, 26–26. Doi:https://doi.org/10.17988/0198-7429-40.1.26.
Ennis, R., Jolivette, K., & Boden, L. J. (2013). STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility. Education & Treatment of Children, 36, 81–99. https://doi.org/10.1353/etc.2013.0026.
Ennis, R., Jolivette, K., & Losinski, M. (2017). The effects of writing choice prompt on the written narratives of students with emotional and behavioral disorders: A case study of an abandoned single-case design. Behavioral Disorders, 42, 185–195. https://doi.org/10.1177/0198742917709471.
Every Student Succeeds Act (ESSA) Act of 2015, Pub. L. No. 114–95 § 114, Stat. 1177 (2015–2016).
Forness, S., Freeman, S., Paparella, T., Kauffman, J., & Walker, H. (2012a). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional & Behavioral Disorders, 20, 4–18. https://doi.org/10.1177/1063426611401624.
Forness, S., Kim, J., & Walker, H. (2012b). Prevalence of students with EBD: Impact on general education. Beyond Behavior, 21(2), 3–10.
Gage, N., Wilson, J., & MacSuga-Gage, A. (2014). Writing performance of students with emotional and/or behavioral disabilities. Behavioral Disorders, 40, 3–14. Doi:https://doi.org/10.17988/0198-7429-40.1.3.
Graham, S., Harris, K. R., Fink-Chorzempa, B., & MacArthur, C. (2003). Primary grade teachers’ instructional adaptations for struggling writers: A national survey. Journal of Educational Psychology, 95, 279–292. https://doi.org/10.1037/0022-0663.95.2.279.
Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and students’ writing. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 131–153). Mahwah: Lawrence Erlbaum Associates.
Harris, K. R., Graham, S., Mason, L., & Friedlander, B. (2008). POWerful writing strategies for all students. Baltimore: Brookes Publishing.
Harris, K. R., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for SRSD in writing: A randomized controlled study. Journal of Teacher Education, 63, 103–119. https://doi.org/10.1177/0022487111429005.
Harris, K. R., Ray, A., Graham, S., & Houston, J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th grade students experiencing writing difficulties. Reading & Writing, 32, 1459–1482. https://doi.org/10.1007/s11145-018-9910-1.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. https://doi.org/10.1177/001440290507100203.
Individuals with Disabilities Education Act, (2004) 20 U.S.C. § 1400.
Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of emotional and behavioral disorders of children and youth (11th ed.). Upper Saddle River: Pearson/Prentice Hall.
Kettel, R. P., & Defauw, D. L. (2018). Paraphrase without plagiarism: Use RRLC (read, reread, list, compose). Reading Teacher, 72, 245–255. https://doi.org/10.1002/trtr.1697.
Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., . . . Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf. Accessed 30 April 2017.
Ledford, J., & Gast, D. (2018). Single case research methodology (3rd ed.). New York: Routledge. https://doi.org/10.4324/9781315150666.
Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research & Practice, 16, 191–198. https://doi.org/10.1037/0735-7028.16.2.191.
Mason, L. H., Snyder, K. H., Sukhram, D. P., & Kedem, Y. (2006). TWA+PLANS: Strategies for expository reading and writing: Effects for nine fourth grade students. Exceptional Children, 73, 69–87. https://doi.org/10.1177/001440290607300104.
McKeown, D., Brindle, M., Harris, K. R., Graham, S., & Collins, A. A. (2016). Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. Reading & Writing, 29, 1105–1140. https://doi.org/10.1007/s11145-016-9627-y.
McKeown, D., FitzPatrick, E., Brown, M., Brindle, M., Owens, J., & Hendrick, R. (2019). Urban teachers’ SRSD implementation following PBPD: Positive effects mediated by compromised fidelity. Reading & Writing, 32, 1483–1506. https://doi.org/10.1007/s11145-018-9864-3.
National Center for Education Statistics. (2011). National Assessment of educational Progress: Writing assessment. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
National Center on Intensive Intervention. (2016). Academic interventions tool chart. Washington, DC: Office of Special Education Programs, U.S. Department of Education. Retrieved fromhttp://www.intensiveintervention.org/chart/instructional-intervention-tools. Accessed 3 Sep 2017.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards. Washington, DC: Authors.
Nelson, J. R., Benner, G. J., Lane, K., & Smith, B. W. (2004). Academic achievement of K–12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73. https://doi.org/10.1177/001440290407100104.
Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbances. Journal of Special Education, 38, 130–143. https://doi.org/10.1177/00224669040380030101.
Sanders, S., Ennis, R., & Losinski, M. (2018). Academic and behavioral strategies to enhance the understanding of expository text for secondary students with EBD. Beyond Behavior, 27(2), 65–73. https://doi.org/10.1177/1074295618780975.
Wagner, M., Kutash, K., Duchnowski, A., Epstein, M., & Sumi, W. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional & Behavioral Disorders, 13(2), 79–96. https://doi.org/10.1177/10634266050130020201.
Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (pp. 251–288). Mahwah: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
The first author was generously supported by the Language and Literacy Fellowship as well as the Provost’s Dissertation Fellowship of Georgia State University throughout this study. Additional data analysis was supported by funding from the Dean’s Office at the Cato College of Education, University of North Carolina at Charlotte.
Rights and permissions
About this article
Cite this article
FitzPatrick, E.R., McKeown, D. Meeting the Needs of Middle School Writers in a Special Education Classroom: SRSD for the Informational Genre Citing Text-Based Evidence. Educ. Treat. Child. 43, 71–84 (2020). https://doi.org/10.1007/s43494-020-00006-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s43494-020-00006-2