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A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance in organizational writing quality and number of words written improved for both students with and without disabilities, with large effects. Student knowledge was improved, but with smaller and more variable effects. Results of a questionnaire indicated that students were positive about the intervention.

This study used a multiple probe across participants' research design to evaluate the effects of instruction on the acquisition of letter-sound correspondences (LSCs) by three young children with autism spectrum disorder and limited speech. All three children (ages 3-5 years) reached criterion for identifying the LSCs targeted during instruction, and a Nonoverlap of All Pairs (NAP) analysis showed evidence of medium to strong treatment effects. All three children also provided evidence of maintenance and generalization of LSC skills to other tasks. Implications for instruction and future research directions are discussed.

Students' academic achievement across content areas is often dependent on their ability to express knowledge through written expression. Many adolescent students lack the skills to write efficiently and effectively. These low-achieving writers can benefit from instruction in self-regulating the writing process. One approach, Self-Regulated Strategy Development (SRSD) instruction, has proven effective in improving the writing performance of struggling adolescent learners. In this article, SRSD instruction for teaching adolescents to respond to a quick write prompt will be described. (Contains 4 figures.)

The successful inclusion of students with learning disabilities in general education classrooms requires a new emphasis on collaboration between teachers. To establish a positive collaborative environment, education professionals must demonstrate effective communication skills, including active listening. The current study describes an evaluation of instruction in an active listening strategy on the communication skills of pre-service special educators. The results showed that participants learned to make use of the targeted active listening communication skills and that the use of active listening skills was valued both by the pre-service teachers and by practicing general education teachers who observed pre- and post-instruction videos of the study participants. Results suggested implications for active listening skills based on learning strategy instruction and the communication in discipline framework. [ABSTRACT FROM AUTHOR]