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

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

Research output: Contribution to journalArticlepeer-review

19 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 languageEnglish (US)
Pages (from-to)163-175
Number of pages13
JournalJournal of Emotional and Behavioral Disorders
Volume21
Issue number3
DOIs
StatePublished - Sep 1 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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