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003 OCoLC;

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007 cr bn|||||||||;

008 150831s2015 ncua ob 000 0 eng d;

035 a| (Sirsi) o919448131;

035 a| (OCoLC)919448131;

049 a| EREE;

090 a| BF637.B4;

100 1 a| Meyers, Allison Katrina,e| author.?| UNAUTHORIZED;

245 10 a| Academic and behavioral effects of self-regulated strategy development on children with writing difficulties and ADHD symptoms /c| by Allison Katrina Meyers.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2015.;

300 a| 54 pages :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 898.1Kb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2015.;

500 a| Presented to the faculty of the Department of School Psychology.;

500 a| Advisor: Christy M. Walcott.;

500 a| Title from PDF t.p. (viewed September 25, 2015).;

520 3 a| Although children of all ability levels underperform in writing proficiency according to national testing, and children with disabilities are perform at very low levels (below basic), the area of effective writing skills interventions for children with disabilities has not been well-studied in the field of school psychology. In addition, the specific cognitive, behavioral, and affective problems that children with ADHD display severely limit their writing capabilities. Because academic and behavioral problems exist within a bidirectional relationship, it is theorized that academic (specifically writing-related) intervention can exert an influence on behavior. Three students identified by their teacher as having ADHD symptoms were recruited to participate in a research study examining the effects of a writing intervention called Self- Regulated Strategy Development (SRSD) on writing outcomes (productivity, time spent planning before writing, number of essential story elements, and overall writing quality) and classroom behavior (attention/engagement and disruption). The study was conducted using a single-case design (multiple baseline across participants). The intervention was implemented with two students in five to eight 30-45 minute sessions consisting of SRSD lessons. One of the participants demonstrated appreciable improvements in time spent planning before writing, number of essential story elements, and overall writing quality; however, the other participant showed little progress in writing outcomes. Both participants showed a marked increase in academic engagement during the baseline phase of the study which persisted through intervention. Because this increase occurred before the onset of the intervention but after the initiation of writing outcome baseline data collection, the increase cannot be attributed to the SRSD intervention alone. The study provides limited evidence that SRSD is an effective intervention for children with ADHD symptoms and writing difficulties. It also provides limited evidence that a small group academic intervention focused on self-regulation strategies may help improve academic engagement in the classroom.;

504 a| Includes bibliographical references.;

650 0 a| Children with attention-deficit hyperactivity disorderx| Behavior modification=| ^A767391;

650 0 a| Learning disabled childrenx| Behavior modification.=| ^A365153;

650 0 a| Behavior modification.=| ^A443;

650 0 a| Composition (Language arts)x| Study and teaching (Elementary)=| ^A228800;

653 a| Psychology;

653 a| Educational psychology;

700 1 a| Walcott, Christy M.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/5022;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3808163;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3808163-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 8/31/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3808163-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 8/31/2015x| ETDz| HERESOURCE;

Academic and behavioral effects of self-regulated strategy development on children with writing difficulties and ADHD symptoms / by Allison Katrina Meyers.

Author/creator	Meyers, Allison Katrina author.
Other author	Walcott, Christy M., degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2015.
Description	54 pages : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Children with attention-deficit hyperactivity disorder--Behavior modification. Learning disabled children--Behavior modification. Behavior modification. Composition (Language arts)--Study and teaching (Elementary).

Summary	Although children of all ability levels underperform in writing proficiency according to national testing, and children with disabilities are perform at very low levels (below basic), the area of effective writing skills interventions for children with disabilities has not been well-studied in the field of school psychology. In addition, the specific cognitive, behavioral, and affective problems that children with ADHD display severely limit their writing capabilities. Because academic and behavioral problems exist within a bidirectional relationship, it is theorized that academic (specifically writing-related) intervention can exert an influence on behavior. Three students identified by their teacher as having ADHD symptoms were recruited to participate in a research study examining the effects of a writing intervention called Self- Regulated Strategy Development (SRSD) on writing outcomes (productivity, time spent planning before writing, number of essential story elements, and overall writing quality) and classroom behavior (attention/engagement and disruption). The study was conducted using a single-case design (multiple baseline across participants). The intervention was implemented with two students in five to eight 30-45 minute sessions consisting of SRSD lessons. One of the participants demonstrated appreciable improvements in time spent planning before writing, number of essential story elements, and overall writing quality; however, the other participant showed little progress in writing outcomes. Both participants showed a marked increase in academic engagement during the baseline phase of the study which persisted through intervention. Because this increase occurred before the onset of the intervention but after the initiation of writing outcome baseline data collection, the increase cannot be attributed to the SRSD intervention alone. The study provides limited evidence that SRSD is an effective intervention for children with ADHD symptoms and writing difficulties. It also provides limited evidence that a small group academic intervention focused on self-regulation strategies may help improve academic engagement in the classroom.
General note	Presented to the faculty of the Department of School Psychology.
General note	Advisor: Christy M. Walcott.
General note	Title from PDF t.p. (viewed September 25, 2015).
Dissertation note	M.A. East Carolina University 2015.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Academic and behavioral effects of self-regulated strategy development on children with writing difficulties and ADHD symptoms / by Allison Katrina Meyers.

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