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.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07212010-140129 |
| Date | 02 August 2010 |
| Creators | Sandmel, Karin N |
| Contributors | Karen R. Harris, Steve Graham, Kathleen L. Lane, Deborah W. Rowe |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu//available/etd-07212010-140129/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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