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Direct linkAitken, Angelique; Harlan, Alison; Hankins, Katy; Michels, John; Moore, Tara C.; Oakes, Wendy P.; Lane, Kathleen Lynne – Beyond Behavior, 2011
In this study, the authors examined the effects of a systematic functional assessment-based intervention (FABI) to identify the function of a third-grade student's off-task behavior and create a plan to increase academic engaged time (AET). The FABI was designed and implemented in an urban elementary school with a comprehensive, integrated,…
Descriptors: Elementary School Students, Grade 3, Urban Schools, General Education
Harris, Karen R.; Lane, Kathleen Lynne; Graham, Steve; Driscoll, Steven A.; Sandmel, Karin; Brindle, Mary; Schatschneider, Christopher – Journal of Teacher Education, 2012
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to…
Descriptors: Instructional Effectiveness, Professional Development, Validity, Grade 3
Lane, Kathleen Lynne; Harris, Karen; Graham, Steve; Driscoll, Steven; Sandmel, Karin; Morphy, Paul; Hebert, Michael; House, Emily; Schatschneider, Christopher – Journal of Research on Educational Effectiveness, 2011
We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of…
Descriptors: Control Groups, Writing Difficulties, Writing (Composition), Intervention
Sandmel, Karin N.; Brindle, Mary; Harris, Karen R.; Lane, Kathleen Lynne; Graham, Steve; Nackel, Jessica; Mathias, Rachel; Little, Annette – TEACHING Exceptional Children, 2009
The authors conducted two studies as part of a federally funded project to improve the writing performance of students identified as at risk for behavioral difficulties and struggling with writing. One study focused on improving persuasive writing abilities, whereas the second study focused on improving story writing abilities. Many of the…
Descriptors: Writing Strategies, Writing Ability, Writing Instruction, Behavior Problems
Lane, Kathleen Lynne; Harris, Karen R.; Graham, Steve; Weisenbach, Jessica L.; Brindle, Mary; Morphy, Paul – Journal of Special Education, 2008
The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development…
Descriptors: Writing Difficulties, Writing Improvement, Special Education, Behavior Problems
Lane, Kathleen Lynne; Graham, Steve; Harris, Karen R.; Weisenbach, Jessica L. – TEACHING Exceptional Children, 2006
Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…
Descriptors: Writing Strategies, Behavior Disorders, Teaching Methods, Writing (Composition)
