Effects Of Self-regulated Strategy Development Instruction With Peer Support Arrangement On The Writing Performance Writing Self-efficacy And Task Behaviors Of Students With Emotional And Behavioral Disorders In Addis Ababa

The main purpose of this study was to examine the effects of Self-Regulated instruction with peer rnsupport arrangement on the writing performances, writing self-efficacy, and the task behaviors rnof students with Emotional and Behavioral Disorders (EBD). Nine students were identified with rnEBD using both parents’ and teachers’ version of Strengths and Difficulties Questionnaires rn(SDQ). Each participant was taught an SRSD story writing as well as self-regulation strategies rnin a group of three. A multiple baseline across participants design was implemented to record rnthe behavior changes over time: at baseline, independent performance, post-intervention, and rnmaintenance phases. Stories were assessed for essential story elements, story quality, and total rnwords written. The students’ writing self-efficacy was measured by the Self-Efficacy Subscale of rnthe Early Literacy Motivation Scale (ELMS). The task behaviors of the participants were rnrecorded using partial interval time sampling. Visual analysis methods, as well as Percentage of rnNon-Overlapping Data (PND), were used to examine the extent of the effect in each participant. rnResults indicated that the SRSD instruction with peer support arrangement can be beneficial for rnstudents with EBD. All nine participants wrote stories that contained more number of essential rnstory elements, better qualities, and a greater number of words. The participants’ story writing rnalso generalized to the personal narrative genre. Besides, all participants maintained their rnwriting performance after the completion of the intervention. Furthermore, all participants also rnshowed significant improvement in writing self-efficacy from pre-to post-instruction. The on-task rnbehaviors of all participants improved and the off-task behaviors of all participants decreased rnimproved during the intervention, post-instruction, and the maintenance phases. Moreover, the rnsocial validity scales designated that teachers and students found the intervention to be highly rnxivrnacceptable. In light of the findings, limitations, suggestions, implications for future researches rnare discussed.

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