A Review of Self-Regulated Strategy Development for Writing for Students With EBD
Behavioral Disorders
Sreckovic, M. A., Common, E. A., et al. (2014).
Behavioral Disorders, 39(2), 56-77.
This review investigates the effect of self-regulated strategy development on writing skills in students with or at-risk for emotional and behavioral disorders.
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This review is an extension of previous reviews by Graham et al (2013) and Ennis and Jolivette (2012).
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Experimental study designs; quasi-experimental study designs
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Based on the findings from high quality studies (i.e., 80% or more quality indicators met), self-regulated strategy development is considered efficacious for improving writing skills of children with or at-risk for emotional and behavioral disorders. Moderate to large effects were reported for single subject design and group studies.
