Using SRSD For Students With ADHD

[RESEARCH] Why Use Self-Regulated Strategy Development to Teach Written Expression to Struggling Writers?

Here’s research that evidences that students who struggle with writing essays need to independently learn and use strategies for writing. This is why we at 3D teach our struggling writers to ‘say the steps and do the steps until they become habit.’

 

Title: Using Self-Regulated Strategy Development for Written Expression with Students with     Attention Deficit Hyperactivity Disorder
Author(s): Reid, R.; Hagaman, J.L; Graham, S. 
Source: Learning Disabilities: A Contemporary Journal 12(1), 21-42, 2014

Abstract:
This study is a review of research demonstrating the effect on students with the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) when they use Self-Regulated Strategy Development (SRSD) to learn and write essays. Essay writing is one of the most common areas of academic difficulty for students diagnosed with ADHD. SRSD is an approach that teaches students to independently use strategies to plan, write, evaluate, and revise essays. The studies contained in this review taught students specific writing strategies, the knowledge required to apply these strategies, and procedures for regulating the strategies, the writing process, and the purposes for strategies taught.  The study examined different factors that could influence outcomes such as: the different writing strategies taught, genres, and settings. SRSD resulted in a great effect on writing outcomes. Student compositions were more complete, longer, and of higher quality. The time taken for planning and writing the essays also increased.

Type of Study: A review of research articles.

Participants/Studies Included: Reviewed were 11 articles discussing results of 12 studies, all of which consisted of multiple baseline designs. The 12 studies contained a total of 27 participants (19 of which were male and 8 of which were female), representative of the student population diagnosed with ADHD. The age range of the students stretched from 2nd grade to 12th grade; 9 students from grades 2-5, 6 students from grades 6-8, and 12 students from grades 9-12.

Implications:
SRSD should be tested with different genres of essays, notably the narrative writing genre. Studies contained in this review all focused on planning, composing, and drafting. The authors also suggest applying the SRSD strategy on the evaluating and revising of essays.

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