Date of Award
May 2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Member
Antonis Katsiyannis
Committee Member
Joseph B Ryan
Committee Member
Abigail A Allen
Committee Member
Robin P Ennis
Abstract
High school students at risk for emotional and behavioral disorders (EBD) experience academic difficulties and gaps in achievement in writing. Research has indicated that evidence-based practices (EBP) are needed to address their writing deficits. Self-Regulated Strategy Development (SRSD) is considered an evidence-based writing practice for students with disabilities. Although SRSD is an evidence-based practice, there is a lack of research investigating SRSD for high school students at-risk for EBD. This multiprobe multiple baseline study investigated the impact SRSD has on the expository writing performance and writing self-efficacy of high school students at-risk for EBD. Results revealed that students’ writing performance improved as measured by the number of paragraph elements, holistic quality, and length. Findings in regard to self-efficacy varied. Implications for research and practice are discussed.
Recommended Citation
Adams, Simone Elyse, "The Impact of Self-Regulated Strategy Development on the Expository Writing Performance of High School Students At-Risk for Emotional and Behavioral Disorders" (2020). All Dissertations. 2614.
https://tigerprints.clemson.edu/all_dissertations/2614