Effects of Quick Writing Instruction for High School Students With Emotional Disturbances

Linda H. Mason; Richard M. Kubina; Theresa Hoover

doi:10.1177/1063426611410429

Effects of Quick Writing Instruction for High School Students With Emotional Disturbances

Linda H. Mason, Richard M. Kubina, Theresa Hoover

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

29 Scopus citations

Abstract

High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.

Original language	English (US)
Pages (from-to)	163-175
Number of pages	13
Journal	Journal of Emotional and Behavioral Disorders
Volume	21
Issue number	3
DOIs	https://doi.org/10.1177/1063426611410429
State	Published - Sep 2013

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology
Clinical Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/1063426611410429

Cite this

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title = "Effects of Quick Writing Instruction for High School Students With Emotional Disturbances",

abstract = "High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.",

author = "Mason, {Linda H.} and Kubina, {Richard M.} and Theresa Hoover",

note = "Funding Information: Financial support was provided by Grant No. R324A070199-07 of the U.S. Department of Education, Institute of Educational Sciences, awarded to The Pennsylvania State University.",

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AU - Kubina, Richard M.

AU - Hoover, Theresa

N1 - Funding Information: Financial support was provided by Grant No. R324A070199-07 of the U.S. Department of Education, Institute of Educational Sciences, awarded to The Pennsylvania State University.

PY - 2013/9

Y1 - 2013/9

N2 - High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.

AB - High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed.

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Effects of Quick Writing Instruction for High School Students With Emotional Disturbances

Abstract

All Science Journal Classification (ASJC) codes

UN SDGs

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