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
| dc.contributor.advisor | Hagos, Belay(Professor | |
| dc.contributor.author | Melese, Esayas | |
| dc.date.accessioned | 2021-11-26T08:30:40Z | |
| dc.date.accessioned | 2023-11-05T08:57:46Z | |
| dc.date.available | 2021-11-26T08:30:40Z | |
| dc.date.available | 2023-11-05T08:57:46Z | |
| dc.date.issued | 2021-08 | |
| dc.description.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 xiv acceptable. In light of the findings, limitations, suggestions, implications for future researches are discussed. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/28995 | |
| dc.language.iso | en | en_US |
| dc.publisher | AAU | en_US |
| dc.subject | emotional and behavioral disorders, self-regulated strategy development instruction, peer support arrangement, writing performance, on-task behaviors, off-task behaviors, writing self-efficacy | en_US |
| dc.title | 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 | en_US |
| dc.type | Thesis | en_US |