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SELF-REGULATED STRATEGY DEVELOPMENT AND GENERALIZATION INSTRUCTION

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ABSTRACT Title of Dissertation: SELF-REGULATED STRATEGY DEVELOPMENT AND GENERALIZATION INSTRUCTION: EFFECTS ON STORY WRITING AMONG SECOND AND THIRD GRADE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS Mary H. Adkins, Doctor of Philosophy Dissertation directed by: Professor Karen R. Harris Department of Special Education The effects of a self-regulated strategy intervention with three second and third grade students identified with emotional and behavioral disorders (EBD) in the area of story writing with an additional focus on the effects of generalization instruction to personal narrative was assessed in this study. Each participant was individually trained to use the W-W-W, What =2, HOW = 2, story writing strategy and self-regulation procedures to write stories that were longer, contained more essential elements, and were of overall better quality. They developed personal self-statements to facilitate strategy usage as well as defuse individual frustration levels with the writing process. Instruction was criterion based. A multiple baseline across participants design with multiple probes in baseline only was employed. The effects of the intervention on participants’ ability to write stories were measured at baseline, post-instruction and maintenance. In a addition, a generalization measure was administered at baseline and post-instruction to assess if the effects of the intervention would transfer to an additional genre (personal narrative).Other dependent measures utilized were a self-efficacy scale and social validity information. Results indicated that participants’ story writing ability improved meaningfully at post-instruction and maintenance compared to baseline. Participants wrote stories that were longer, contained more essential elements, and were of overall better quality. In addition, they generalized these effects to an additional genre, personal narrative, by writing personal narratives that were longer, contained more essential elements, and were of overall better quality at post-instruction compared to personal narratives written during baseline. Self efficacy on both factors improved with the exception of one participant. All three participants reported the strategies to be useful and valued their impact on their writing.SELF-REGULATED STRATEGY DEVELOPMENT AND GENERALIZATION INSTRUCTION: EFFECTS ON STORY WRITING AMONG SECOND AND THIRD GRADE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS By Mary H. Adkins Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2005 Advisory Committee: Professor Karen R. Harris, Chair/Advisor Professor Patricia A. Alexander Professor Steve Graham Professor Peter E. Leone Professor Deborah L. SpeeceiiTABLE OF CONTENTS Table of Contents…………………………………………………………….. ii-iii List of Tables…………………………………………………………………. iv List of Figures………………………………………………………………… v Chapter 1……………………………………………………………………… 1-16 Introduction 1 Academic Deficits of EBD Students 3 Difficulties with Writing 5 Self-Regulation 7 Purpose of the Study 11 Definition of Terms 14 Summary 16 Chapter 2……………………………………………………………………… 17-63 Introduction to the Review of Literature 17 Organization of the Literature Review 17 Academic Interventions and EBD Students 18 Writing Process Models 32 Review of Writing Interventions 38 Self-Regulated Strategy Development 44 Self-Regulation in Writing 51 LD/EBD Connection 62 Current Study 62 Chapter 3……………………………………………………………………… 64-97 Methods 64 Pilot Study 65 Current Study 69 Instructional Procedures 79 Measures 86 Experimental Design and Analysis 94 Chapter 4……………………………………………………………………… 98-119 Results 98 Analysis of Baseline Data 98 Analysis of Post-Instruction Data 105 Generalization Data 109 Maintenance 112 Social Validity 113 Summary 118iiiChapter 5……………………………………………………………………… 120-138 Discussion of Results 120 Research Questions 123 Limitations 129 Implications for Teaching 132 Implications for Research 135 Conclusions 136 Appendices……………………………………………………………………. 139 Appendix A: Lesson Plans 140-163 Appendix B: Treatment of Fidelity Scale 165 Appendix C: Rocket Graphing Sheet 168 Appendix D: Transfer Sheet 170 Appendix E: Self-Efficacy Scale 172-177 Appendix F: Social Validity Interview 179 References…………………………………………………………………… 180-198iv List of Tables 1. Participant Characteristics 76 2. Academic Characteristics 77 3. Scoring Reliability for Each Dependent Measure 93 4. Participants’ Average Scores During Each Experimental Condition 106 5. Participants’ Individual Scores on the Self-Efficacy Measure 107 6. Baseline Generalization and Post-Instruction Generalization Scores 111vList of Figures 1. POW 12 2. WWW What = 2 How = 2 12 3. Participants’ Score on Essential Elements 100 4. Number of Words Written 102 5. Participants’ Scores on Quality Measure 1041Chapter 1 Introduction In a personal essay published in 1972, James Kauffman wrote, “In our society, failure at school is tantamount to failure as a person, while school success enhances self-esteem and self-growth” (p.278). Children with emotional and behavioral disorders (EBD) are perhaps the most difficult group of students to educate in today’s schools. While it is unclear whether their educational disabilities are a product of


SELF-REGULATED STRATEGY DEVELOPMENT AND GENERALIZATION INSTRUCTION

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