Effects of SRSD With Social Skills Prompts on the Writing Skills and Problem Behaviors of Students With Emotional and Behavioral Disorders.

This article examines the effects of Self-Regulated Strategy Development (SRSD), combined with social skills prompts in written and video formats, on the opinion writing skills and problem behaviors of three upper elementary students with emotional and behavioral disorders (EBD) in self-contained classrooms. The study found that SRSD instruction led to substantial improvements in the number of genre elements, length, and overall quality of students’ written opinion essays, while effects on problem behaviors were inconclusive. The intervention incorporated social skills scenarios to engage students in reflecting on behavioral consequences, aligning with the Theory of Planned Behavior, and aimed to address both academic and social/behavioral needs simultaneously. Although limited by a small sample size and scheduling constraints, the findings suggest that SRSD with social skills prompts may support writing development and offer insights into students’ behavioral understanding, with implications for tailored interventions in special education settings.