The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders

Abstract

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self-Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed.