A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students' writing was evaluated before and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons--three or more, Ending, Examine) strategy. Students' essays written during and immediately after instruction indicated that the students had learned to write independently a persuasive essay with five parts. Generalization and maintenance performance, however, varied across students and appeared to be associated with behavior as opposed to the inability to transfer or remember the strategy.