Effects of Self-Regulated Strategy Development Instruction with Peer Support Arrangement on the Writing Performance, Writing Self-Efficacy, and Task Behaviors of Students with Emotional and Behavioral Disorders in Addis Ababa
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Date
2021-08
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AAU
Abstract
The main purpose of this study was to examine the effects of Self-Regulated instruction with peer
support arrangement on the writing performances, writing self-efficacy, and the task behaviors
of students with Emotional and Behavioral Disorders (EBD). Nine students were identified with
EBD using both parents’ and teachers’ version of Strengths and Difficulties Questionnaires
(SDQ). Each participant was taught an SRSD story writing as well as self-regulation strategies
in a group of three. A multiple baseline across participants design was implemented to record
the behavior changes over time: at baseline, independent performance, post-intervention, and
maintenance phases. Stories were assessed for essential story elements, story quality, and total
words written. The students’ writing self-efficacy was measured by the Self-Efficacy Subscale of
the Early Literacy Motivation Scale (ELMS). The task behaviors of the participants were
recorded using partial interval time sampling. Visual analysis methods, as well as Percentage of
Non-Overlapping Data (PND), were used to examine the extent of the effect in each participant.
Results indicated that the SRSD instruction with peer support arrangement can be beneficial for
students with EBD. All nine participants wrote stories that contained more number of essential
story elements, better qualities, and a greater number of words. The participants’ story writing
also generalized to the personal narrative genre. Besides, all participants maintained their
writing performance after the completion of the intervention. Furthermore, all participants also
showed significant improvement in writing self-efficacy from pre-to post-instruction. The on-task
behaviors of all participants improved and the off-task behaviors of all participants decreased
improved during the intervention, post-instruction, and the maintenance phases. Moreover, the
social validity scales designated that teachers and students found the intervention to be highly
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acceptable. In light of the findings, limitations, suggestions, implications for future researches
are discussed.
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Keywords
emotional and behavioral disorders, self-regulated strategy development instruction, peer support arrangement, writing performance, on-task behaviors, off-task behaviors, writing self-efficacy