SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective...

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Bibliographic Details
Published inBehavioral disorders Vol. 40; no. 1; pp. 15 - 25
Main Authors McKeown, Debra, FitzPatrick, Erin, Sandmel, Karin
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Council for Children with Behavioral Disorders 01.11.2014
SAGE Publications
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Subjects
Analysis
Behavior
Behavior Disorders
Behavioral disorders
Classroom Techniques
Composition (Language arts)
Disabled students
Education
Educational aspects
Educational Facilities Improvement
Educational Practices
Emotional Disturbances
Faculty Development
Individualized Instruction
Intervention
Leaders
Learner Engagement
Learning
Lesson Plans
Literature Reviews
Mental disorders
Methods
Mnemonics
Professional Development
Program Development
Program Effectiveness
Psychological aspects
Public Schools
School Schedules
Self Control
Self Management
Skill Development
Skills
Student Needs
Student writing
Students with Disabilities
Studies
Study and teaching
Teacher Competencies
Teachers
Teaching
Teaching Methods
Vocational guidance
Writing
Writing Ability
Writing assignments
Writing Attitudes
Writing implements
Writing Instruction
Writing Processes
Writing Skills
Writing teachers
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Summary:Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD with fidelity. Through a review of prior studies, analysis of a small qualitative sample, and reflection on anecdotal notes from recent PBPD implementations, suggestions on how to implement PBPD to make the experience richer for teachers and improve outcomes for students, including those with EBD, are provided.
ISSN:0198-7429
2163-5307
DOI:10.17988/0198-7429-40.1.15