"I am a raindrop!" Narrative writing strategies and self-regulated strategy development for fourth and fifth grade students with writing and behavioral difficulties

Abstract

Students at risk for emotional and behavioral disorders (EBD) typically receive support to improve their social and behavioral needs. There has been relative limited attention paid to these students’ academic needs. Students at risk for EBD fall behind academically when compared to their peers not at risk for EBD. Effective interventions are needed to support students at risk for EBD academically, behaviorally, and socially. The purpose of this study was to provide academic, specifically in the area of writing, and behavioral support for eight fourth and fifth grade students with writing and behavioral difficulties using the Self-Regulated Strategies Development approach as a tier two intervention within an integrated three-tiered model of prevention including academic (Response-to-Intervention), behavioral (Schoolwide Positive Behavior support), and social skills components. Students learned an on-demand writing strategy to improve their number of writing elements, total number of words written, and writing quality. Upon completion of the intervention, students improved the total number of story elements. There were mixed results for the total number of words written and writing quality. Findings, limitations, and suggestions for future research are discussed.