Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program.
A study using a multiple-baseline across participants design was conducted in a U.S. alternative education setting to examine the functional relation between students' use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of t...
| Published in: | Behavioral Disorders Vol. 50; no. 3; pp. 123 - 136 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
May2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184652811&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184652811 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: May2025 vid: 50 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 184652811 180911843 184652811 184652811 10.1177/01987429241290238 184652811 ppf: 123 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program. aug: au: Mergen, Reagan L. Evmenova, Anya S. Regan, Kelley S. Gafurov, Boris Hutchison, Amy affil: University of Minnesota, Minneapolis, MN, USA sug: subj: Learning Disorders Diagnosis Learning Disorders Therapy Child Behavior Disorders Diagnosis Child Behavior Disorders Therapy Education, Special Writing Educational Technology Students, Elementary Psychosocial Factors Program Evaluation Human Male Female Child Self-Efficacy Self Regulation Academic Performance Data Analysis Software Descriptive Statistics Funding Source Child: 6-12 years Male Female ab: A study using a multiple-baseline across participants design was conducted in a U.S. alternative education setting to examine the functional relation between students' use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students' self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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