Self-Regulated Strategy Development
Introduction
Federal law mandates that every child, including those with disabilities, receive an equal opportunity for education in the least restrictive environment (Individuals With Disabilities Education Act, 2004). Determining specific disabilities among the student body will require the use of research based strategies to identify specific disorders and to develop strategies which may be employed to promote student success while acknowledging the presence of a federally identified disability.
Literature Search Methods
Determining appropriate articles for review was done by utilizing the online library databases of Old Dominion University and using Boolean searches, specifically peer-reviewed scholarly articles, with limiting dates of publication between the years 2000 and 2016. Using a search for “emotional disturbances AND assessment” yielded a number of results, including a publication titled “Identifying Students With Emotional Disturbance: School Psychologists’ Practices And Perceptions” by Hanchon & Allen (2012). Modifying the Boolean search to “emotional disturbances AND strategies” produced results which included an article titled “Self-regulated strategy development for …show more content…
students with emotional behavioral disorders,” by Bak & Asaro-Saddler (2013). These articles detail identification of emotional and behavioral disabilities and strategies to manage the manifestation of said disabilities in the classroom.
Assessment of Emotional Disturbances
Hanchon & Allen (2012) note that school psychologists struggle to serve students with Emotional Disturbance (ED), largely in part to the vague definitions in the criterion used to identify it. As such, students who are eligible for services under Individuals with Disability Education Act (IDEA) of 2004 are thought to be significantly under-identified. This is in part because of the poorly defined definitions of ED, in addition to misunderstanding about the wide range of issues which will fall under the definition of ED as compared to those who do not. While several other disability definitions have been revised and updated since the introduction of the Education for All Handicapped Children Act of 1975 through IDEA, the federal definition of ED is built upon the work of Eli Bower in the 1950s and 1960s. Despite this criterion being over 50 years old, it continues to act as the basis of definition (Hanchon & Allen, 2012).
Challenges related to the diagnosis of ED include the inward nature of many of the symptoms of ED. Hanchon & Allen (2012) recognize the need for early intervention in order to identify ED as soon as possible; as such, they and others voice the need for an approach in which several potential students and measures are employed for comprehensive assessment. In determining the means of assessment used by school psychologists, Hanchon & Allen (2012) recruited a total of 214 participants for a study in which they defined the procedures most commonly used in the initial phases of ED identification. Of the results, the three most common assessment tools used in scholastic ED evaluations were a Behavior Rating Scale, completed by the teacher; Academic Achievement Measures; and a Developmental/Background Questionnaire. Of third-party behavior scales, the most frequently used was the Behavior Assessment System for Children—2nd Edition (BASC-2), completed by the teacher and parent; this assessment tool is used with at least occasional frequency by nearly all of the psychologists surveyed—169 of the 214 participants used between 76 and 100% of the time.
We may deduce from these surveys that the general consensus of school psychologists is that revisions need to be made with regard to the language used to define ED. Experts realize that early intervention measures are critical in the proper diagnosis of ED and reliance on teachers and parental reporting is valued in its initial assessment. Use of the BASC-2 is likely to produce desirable results, though school psychologists acknowledge that using multiple measures of assessment are important in the diagnosis of disability. Sadly, these measures are often under-utilized, though greater than 50% of those surveyed met the expectation to conduct comprehensive evaluations (Hanchon & Allen, 2012). Additionally, the school psychologists largely agree that a multidisciplinary team should be used to alleviate the dependency on psychologists as a predominant or sole identifying professional of ED. Most critically, the core definition of ED must be revised at a federal level in order to aid those responsible in identifying disturbances as soon as possible. We may best assess potential ED through use of the BASC-2, Child Behavior Checklist (ASEBA), and Conner’s Rating Scales (both Parent and Teacher). Hanchon & Allen (2012) note that the implications of outdated definitions in identifying ED are many; most notably, psychologists are required to make decisions about eligibility based on concepts which lack clarity, and some decisions could be viewed as unethical. As some states update the language in their definitions, perhaps a call for further peer-review among the early-adoptees of modification should be utilized as a means of creating a functional assessment method which would complement an updated and revised federal definition.
Strategies for Success in ED Students As stated by Bak & Asaro-Saddler (2013), students with ED often struggle with engagement in academic activities as a result of behaviors and low tolerance for stressful situations. As such, pervasive academic issues result in students regularly falling one or two grade levels behind their peers in their academic pursuits, with nearly half of 12th grade students being unable to meet basic writing expectations. Exploring options by which a student can improve upon writing skills requires the implementation of strategies of instruction which will both address individual needs and embrace existing strengths.
Among the strategic approaches educators can use is Self-Regulated Strategy Development (SRSD), a method which has been studied on elementary and middle school aged children, suggesting that the strategy may be an effective means of intervention over a wide range of age groups. This also stresses the importance of early intervention practices in order to achieve the optimal results of using the strategy. SRSD aims to build upon positive attitudes which promote self-regulation in the student which will allow them to overcome hurdles that may stand before them (Bak & Asaro-Saddler,
2013).
Six stages are used within SRSD which are designed to improve upon student’s writing, motivation, and strategic behaviors, including: developing background knowledge, discussion, modeling of the strategy, memorization steps and mnemonics, supporting acquisition, and independent performance. The strategy also encourages students to build self-regulatory strategies to improve upon the understanding of the use of such strategies insomuch as that they will result in improvement and a more positive attitude toward academic endeavors and life skills.
The first instructional stage, ‘Develop Background Knowledge,’ involves the teacher explaining the elements of a genre in order to assist a student in engaging with the writing so that they may associate goals with the completion of their writing. Secondly, the teacher discusses the genre with the student in such a way that it activates a student’s prior knowledge, and focuses on developing new knowledge. From here, the teacher provides a model paper from which a student may create connections between the elements of writing and the purpose of the genre in which they are writing. At this point, SRSD mnemonics are introduced. These mnemonics begin with POW; Pick my idea, organize my notes, and write and say more—a means teaching students good writing techniques. From here, we move on to discussion about the elements which make for a good story, beginning with WWW, which stands for ‘Who, When, and Where,” along with ‘What’ and ‘How.’ These are emphasized by the teacher as being necessary parts of writing a story. Lastly, the teacher works to assist students in developing persuasive writing skills, defined as TREE (Topic Sentence, Reasons, Explain, and Ending), which involves stating a belief and standing by that belief with evidence which will support said belief.
The second stage, “Discuss It,” sees student and teacher engaging in a discussion about the letters of the mnemonic and viewing samples of writing. Students see different ways in which authors use the mnemonic structure to write. From here, a teacher can introduce the mnemonic-based graphic organizer to fill in with notes about elements of the story. To conclude the second stage, the teacher and student discuss the setting of goals. The student is shown an earlier example of their writing, done before the strategy was implemented, and this writing serves as a baseline of ability which will also provide students with visual representation of improvement in order to help in convincing students that the intervention is necessary and useful.
Stage three, “Model It,” reviews the mnemonics in order to have students become more familiar with the components of the mnemonic guide. The teacher then models the process of planning, drafting, and evaluating. Here, we may model the first mnemonic step by (P)icking and idea, (O)rganizing notes, and (W)rite. Additionally, we will see students beginning to use self-statements through modeling behavior on the part of the teacher. This will assist students in self-monitoring techniques. The stage is concluded by modeling the evaluation of the writing and including each individual part of the mnemonic.
Stage four, “Memorize It,” is largely based on the teacher’s evaluation of the student’s successful reciting of the mnemonic prompts. If a student is unable to perform this stage, they will need to practice the techniques further before moving on the stage five, “Support It.” This stage is a collaborative effort between student and teacher, and has the student provide scaffolding to support writing exercises. As a student becomes more adept in their writing, the scaffolding supports will be reduced. This adeptness can be demonstrated through having the student recite and understand each step of the writing process through use of the mnemonic. From here, the student will move on to the final stage, “Independent Performance,” which has students performing without any additional scaffolding. Through the first five stages, the teacher will make liberal use of self-statements and evaluation to support the process through achievement of measured goals (Bak & Asaro-Saddler, 2013).
Implementation of SRSD in the Classroom The SRSD model uses evidence-based behavior support practices throughout the model, with research suggesting that its use will increase student engagement and demonstration of desired social behaviors. Teachers who utilize consistent instruction in the classroom find that students are able to use these strategies from elementary age through high school. Thus, employing it earlier may provide the best benefit to students, through both consistent instruction and behavioral supports which encourage independence and promotes positive attitudes toward the writing process. Teachers must be cognizant of a student’s progress while working through the individual stages of the exercise which can easily be integrated into Positive Behavioral Interventions and Supports (PBIS). Reinforcing positive behaviors and engagement through praise and academically-appropriate rewards. Use of this strategy may be implemented in inclusive classrooms which will better allow teachers to integrate ED students into classroom activities.
Federal law mandates that every child, including those with disabilities, receive an equal opportunity for education in the least restrictive environment (Individuals With Disabilities Education Act, 2004). Determining specific disabilities among the student body will require the use of research based strategies to identify specific disorders and to develop strategies which may be employed to promote student success while acknowledging the presence of a federally identified disability.
Literature Search Methods
Determining appropriate articles for review was done by utilizing the online library databases of Old Dominion University and using Boolean searches, specifically peer-reviewed scholarly articles, with limiting dates of publication between the years 2000 and 2016. Using a search for “emotional disturbances AND assessment” yielded a number of results, including a publication titled “Identifying Students With Emotional Disturbance: School Psychologists’ Practices And Perceptions” by Hanchon & Allen (2012). Modifying the Boolean search to “emotional disturbances AND strategies” produced results which included an article titled “Self-regulated strategy development for …show more content…
students with emotional behavioral disorders,” by Bak & Asaro-Saddler (2013). These articles detail identification of emotional and behavioral disabilities and strategies to manage the manifestation of said disabilities in the classroom.
Assessment of Emotional Disturbances
Hanchon & Allen (2012) note that school psychologists struggle to serve students with Emotional Disturbance (ED), largely in part to the vague definitions in the criterion used to identify it. As such, students who are eligible for services under Individuals with Disability Education Act (IDEA) of 2004 are thought to be significantly under-identified. This is in part because of the poorly defined definitions of ED, in addition to misunderstanding about the wide range of issues which will fall under the definition of ED as compared to those who do not. While several other disability definitions have been revised and updated since the introduction of the Education for All Handicapped Children Act of 1975 through IDEA, the federal definition of ED is built upon the work of Eli Bower in the 1950s and 1960s. Despite this criterion being over 50 years old, it continues to act as the basis of definition (Hanchon & Allen, 2012).
Challenges related to the diagnosis of ED include the inward nature of many of the symptoms of ED. Hanchon & Allen (2012) recognize the need for early intervention in order to identify ED as soon as possible; as such, they and others voice the need for an approach in which several potential students and measures are employed for comprehensive assessment. In determining the means of assessment used by school psychologists, Hanchon & Allen (2012) recruited a total of 214 participants for a study in which they defined the procedures most commonly used in the initial phases of ED identification. Of the results, the three most common assessment tools used in scholastic ED evaluations were a Behavior Rating Scale, completed by the teacher; Academic Achievement Measures; and a Developmental/Background Questionnaire. Of third-party behavior scales, the most frequently used was the Behavior Assessment System for Children—2nd Edition (BASC-2), completed by the teacher and parent; this assessment tool is used with at least occasional frequency by nearly all of the psychologists surveyed—169 of the 214 participants used between 76 and 100% of the time.
We may deduce from these surveys that the general consensus of school psychologists is that revisions need to be made with regard to the language used to define ED. Experts realize that early intervention measures are critical in the proper diagnosis of ED and reliance on teachers and parental reporting is valued in its initial assessment. Use of the BASC-2 is likely to produce desirable results, though school psychologists acknowledge that using multiple measures of assessment are important in the diagnosis of disability. Sadly, these measures are often under-utilized, though greater than 50% of those surveyed met the expectation to conduct comprehensive evaluations (Hanchon & Allen, 2012). Additionally, the school psychologists largely agree that a multidisciplinary team should be used to alleviate the dependency on psychologists as a predominant or sole identifying professional of ED. Most critically, the core definition of ED must be revised at a federal level in order to aid those responsible in identifying disturbances as soon as possible. We may best assess potential ED through use of the BASC-2, Child Behavior Checklist (ASEBA), and Conner’s Rating Scales (both Parent and Teacher). Hanchon & Allen (2012) note that the implications of outdated definitions in identifying ED are many; most notably, psychologists are required to make decisions about eligibility based on concepts which lack clarity, and some decisions could be viewed as unethical. As some states update the language in their definitions, perhaps a call for further peer-review among the early-adoptees of modification should be utilized as a means of creating a functional assessment method which would complement an updated and revised federal definition.
Strategies for Success in ED Students As stated by Bak & Asaro-Saddler (2013), students with ED often struggle with engagement in academic activities as a result of behaviors and low tolerance for stressful situations. As such, pervasive academic issues result in students regularly falling one or two grade levels behind their peers in their academic pursuits, with nearly half of 12th grade students being unable to meet basic writing expectations. Exploring options by which a student can improve upon writing skills requires the implementation of strategies of instruction which will both address individual needs and embrace existing strengths.
Among the strategic approaches educators can use is Self-Regulated Strategy Development (SRSD), a method which has been studied on elementary and middle school aged children, suggesting that the strategy may be an effective means of intervention over a wide range of age groups. This also stresses the importance of early intervention practices in order to achieve the optimal results of using the strategy. SRSD aims to build upon positive attitudes which promote self-regulation in the student which will allow them to overcome hurdles that may stand before them (Bak & Asaro-Saddler,
2013).
Six stages are used within SRSD which are designed to improve upon student’s writing, motivation, and strategic behaviors, including: developing background knowledge, discussion, modeling of the strategy, memorization steps and mnemonics, supporting acquisition, and independent performance. The strategy also encourages students to build self-regulatory strategies to improve upon the understanding of the use of such strategies insomuch as that they will result in improvement and a more positive attitude toward academic endeavors and life skills.
The first instructional stage, ‘Develop Background Knowledge,’ involves the teacher explaining the elements of a genre in order to assist a student in engaging with the writing so that they may associate goals with the completion of their writing. Secondly, the teacher discusses the genre with the student in such a way that it activates a student’s prior knowledge, and focuses on developing new knowledge. From here, the teacher provides a model paper from which a student may create connections between the elements of writing and the purpose of the genre in which they are writing. At this point, SRSD mnemonics are introduced. These mnemonics begin with POW; Pick my idea, organize my notes, and write and say more—a means teaching students good writing techniques. From here, we move on to discussion about the elements which make for a good story, beginning with WWW, which stands for ‘Who, When, and Where,” along with ‘What’ and ‘How.’ These are emphasized by the teacher as being necessary parts of writing a story. Lastly, the teacher works to assist students in developing persuasive writing skills, defined as TREE (Topic Sentence, Reasons, Explain, and Ending), which involves stating a belief and standing by that belief with evidence which will support said belief.
The second stage, “Discuss It,” sees student and teacher engaging in a discussion about the letters of the mnemonic and viewing samples of writing. Students see different ways in which authors use the mnemonic structure to write. From here, a teacher can introduce the mnemonic-based graphic organizer to fill in with notes about elements of the story. To conclude the second stage, the teacher and student discuss the setting of goals. The student is shown an earlier example of their writing, done before the strategy was implemented, and this writing serves as a baseline of ability which will also provide students with visual representation of improvement in order to help in convincing students that the intervention is necessary and useful.
Stage three, “Model It,” reviews the mnemonics in order to have students become more familiar with the components of the mnemonic guide. The teacher then models the process of planning, drafting, and evaluating. Here, we may model the first mnemonic step by (P)icking and idea, (O)rganizing notes, and (W)rite. Additionally, we will see students beginning to use self-statements through modeling behavior on the part of the teacher. This will assist students in self-monitoring techniques. The stage is concluded by modeling the evaluation of the writing and including each individual part of the mnemonic.
Stage four, “Memorize It,” is largely based on the teacher’s evaluation of the student’s successful reciting of the mnemonic prompts. If a student is unable to perform this stage, they will need to practice the techniques further before moving on the stage five, “Support It.” This stage is a collaborative effort between student and teacher, and has the student provide scaffolding to support writing exercises. As a student becomes more adept in their writing, the scaffolding supports will be reduced. This adeptness can be demonstrated through having the student recite and understand each step of the writing process through use of the mnemonic. From here, the student will move on to the final stage, “Independent Performance,” which has students performing without any additional scaffolding. Through the first five stages, the teacher will make liberal use of self-statements and evaluation to support the process through achievement of measured goals (Bak & Asaro-Saddler, 2013).
Implementation of SRSD in the Classroom The SRSD model uses evidence-based behavior support practices throughout the model, with research suggesting that its use will increase student engagement and demonstration of desired social behaviors. Teachers who utilize consistent instruction in the classroom find that students are able to use these strategies from elementary age through high school. Thus, employing it earlier may provide the best benefit to students, through both consistent instruction and behavioral supports which encourage independence and promotes positive attitudes toward the writing process. Teachers must be cognizant of a student’s progress while working through the individual stages of the exercise which can easily be integrated into Positive Behavioral Interventions and Supports (PBIS). Reinforcing positive behaviors and engagement through praise and academically-appropriate rewards. Use of this strategy may be implemented in inclusive classrooms which will better allow teachers to integrate ED students into classroom activities.