%0 Journal Article
%T Writing for My Future: Transition
%A April L. Mustian
%A Ruth D. Allen
%A Samuel F. Whitley
%A Yojanna Cuenca-Carlino
%J Remedial and Special Education
%@ 1538-4756
%D 2019
%R 10.1177/0741932517751212
%X Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction to students 3 days a week, 40 min each session, for 12 to 14 days of strategy instruction. The teacher and the paraprofessional provided instruction with high fidelity. Using a single-subject multiple-probe-across-groups design, findings indicated a functional relation between SRSD instruction and all students¡¯ writing skills. Students¡¯ essays increased for organizational quality and self-advocacy in writing. Furthermore, students¡¯ writing self-efficacy increased as a result of instruction. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results
%K intervention
%K written language
%K self-advocacy/self-determination
%K emotional and behavioral disorders
%K exceptionalities
%K self-regulated strategy development
%K high school
%K special education
%U https://journals.sagepub.com/doi/full/10.1177/0741932517751212