Culminating Project Title
Self-Regulated Strategy Development and Students with Emotional or Behavioral Disorders
Date of Award
Culminating Project Type
Special Education: M.S.
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
SRSD, EBD, Self-Regulated Strategy Development, Emotional Behavioral Disorders
The purpose of this starred paper was to conduct a literature review regarding the effectiveness of Self-Regulated Strategies Development (SRSD) has on improving the persuasive writing abilities of students with Emotional and Behavioral Disorders (EBD). A total of ten studies published from 2009 to 2015 were reviewed. Overall, the results revealed SRSD was an effective method to increase students’ quality of persuasive writing skills. However, the current findings suggested that these improvements did not always generalize to the WJIII. Recommendations for future research and implications for current practice are discussed.
LaBonne, Tyler Ross, "Self-Regulated Strategy Development and Students with Emotional or Behavioral Disorders" (2016). Culminating Projects in Special Education. 29.