Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class

Abstract

The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high school health class. Using a multiple probe multiple baseline across pairs of participants design, a functional relation was demonstrated between the intervention and students’ persuasive writing skills as measured by essay elements, quality, and correct word sequences. Data on motivation to write and self-efficacy for writing were mixed, suggesting that additional research is needed. Social validity data suggested the intervention was socially acceptable to all participants, improving postintervention. Limitations and future directions are discussed.