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.

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