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Students received Self-Regulated Strategy Development (SRSD) during 10-minute persuasive quick-writing and revision sessions, with assessment across baseline, writing, and revision phases. The final phase alternated between individual and peer revision to compare outcomes. Results indicated positive effects for writing and promise for peer revision, supporting future research directions and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-strategy-instruction-for-writing-and-revising-persuasive-quick-writes-for-middle-school-students-with-emotional-and-behavioral-disorders/594629/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effects-of-strategy-instruction-for-writing-and-revising-persuasive-quick-writes-for-middle-school-students-with-emotional-and-behavioral-disorders/594629.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design was used to evaluate the intervention?","Question",{"text":112,"@type":113},"A multiple baseline alternating treatment (A-B-C-D) design was used to test effectiveness across baseline, writing, and revision phases.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What intervention did the students receive during quick writing?",{"text":117,"@type":113},"Students received Self-Regulated Strategy Development (SRSD) for 10-minute persuasive quick writing and revision during planning.",{"name":119,"@type":110,"acceptedAnswer":120},"How was peer revision incorporated, and what were the results?",{"text":121,"@type":113},"The last phase alternated between individual and peer revision. Findings showed positive effects for writing and promise for peer revision.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594629,1792739148,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders  \nAnne Mong Cramer  \nPenn State Altoona  \nLinda H. Mason  \nUniversity of North Carolina at Chapel Hill  \nABSTRACT: A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled inan alternative program for students with emotional and behavioral disorders received SelfRegulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed.  \n& Students with emotional and behavioral disorders (EBD) often need specialized academic support as well as behavioral and emotional support. Lane (2004) noted that limited research on effective instructional strategies and procedures for students with EBD places them at increased risk for academic failure. For example, some students with EBD struggle with maintaining focus, making the multitask function of writing difficult (Mason, Kubina, Valasa, & Cramer, 2010) . Researchers document that well-designed writing strategy interventions for middle school students with EBD hold great promise (Taft & Mason, 2011) . One instructional approach, Self-Regulated Strategy Development (SRSD), provides tools for managing distracting and negative thoughts, encourages strategy ownership, and supports strategy modification and generalization (Mong Cramer & Mason, in press) . The current study examines SRSD for planning and revising a persuasive quick write.  \nQuick Write Instruction  \nQuick writes are brief responses to prompts, often completed in 10 minutes (Fisher & Frey, 2012) . In secondary classrooms,  \nquick writes can be effective in helping students connect existing knowledge with new content (Green, Smith, & Brown, 2007) . In addition, quick writes allow for multiple, brief practice sessions, supporting fluency development and building a pattern of success (Mason & Kubina, 2011) . Mason and colleagues evaluated the effects of SRSD for persuasive quick writing for adolescents with and at risk for EBD in two single case studies (Mason, Kubina, & Hoover 2013; Mason et al., 2010) . Both studies implemented instruction using recommended best practices for SRSD (Harris, Graham, Mason, & Friedlander, 2008; Mason, Reid, & Hagaman, 2012) . Mason et al.(2013) studied SRSD for quick writing with three high school students identified with EBD. Quality ratings improved between baseline and postinstruction across participants with gains ranging from increases of M 5 1.50 points to M 5 2.30 points on a 7-point scale. Mason et al. (2010) examined the effects for five middle school students attending an alternative program for students with EBD. All participants demonstrated quality improvement between baseline and postinstruction with growth ranging from M 5 1.80 to M 5 3.60 points on a 7-point scale. Results of both studies indicated reduced variability and  \nBehavioral Disorders, 40 (1), 37–51 November 2014 / 37  \nincreased level of performance across text structure and quality measures.  \nRevision Instruction  \nLess than 20% of revisions made by students with disabilities result in substantive differences (MacArthur & Graham, 1987); therefore, effective instruction is needed to provide students with revision tools extending beyond editing for mechanics. Writers need substantive feedback for enhancing clarity and quality. Researchers examined SR","cbCaijVR8gg2GVSL","https://ap.wps.com/l/cbCaijVR8gg2GVSL","pdf",376081,15,"English","# Abstract\n## Background and rationale\n## Quick write instruction\n## Revision instruction\n## Peer revision research and outcomes\n## Study design and measured outcomes","[{\"question\":\"What research design was used to evaluate the intervention?\",\"answer\":\"A multiple baseline alternating treatment (A-B-C-D) design was used to test effectiveness across baseline, writing, and revision phases.\"},{\"question\":\"What intervention did the students receive during quick writing?\",\"answer\":\"Students received Self-Regulated Strategy Development (SRSD) for 10-minute persuasive quick writing and revision during planning.\"},{\"question\":\"How was peer revision incorporated, and what were the results?\",\"answer\":\"The last phase alternated between individual and peer revision. Findings showed positive effects for writing and promise for peer revision.\"}]","The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders | PDF",1792079522,38]