Date of Award

May 2020

Document Type


Degree Name

Doctor of Philosophy (PhD)


Education and Human Development

Committee Member

Antonis Katsiyannis

Committee Member

Joseph B Ryan

Committee Member

Abigail A Allen

Committee Member

Robin P Ennis


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.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.