The effects of a modified version of Self-Regulated Strategy Development and self-talk internalization strategy on writing and self-talk for elementary students with attentional difficulties

The study drew from the literature on writing process theories, cognitive psychology, best practices in writing instruction, and attentional difficulties like Attention-Deficit/Hyperactivity Disorder (ADHD) to inform the development, implementation and evaluation of a writing strategy for elementary students with attentional difficulties in an individual setting. Specifically, the study investigated the effects of a planning and drafting strategy using a modified version of the Self-Regulated Strategy Development model (SRSD; Graham & Harris, 1993) and a self-talk internalization strategy (STIS) on writing for elementary students with attentional difficulties. While it was anticipated that elementary students with attentional difficulties would increase the number of words written and correct word sequences and improve writing quality in both conditions, evidence suggested some positive effects for the SRSD-only condition. This study expanded on SRSD research by comparing the gains made in two experimental conditions (modified SRSD vs. modified SRSD and STIS) and in examining the effects of the intervention using progress-monitoring data.