Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on…

A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development…