Special Education Journal Review
JOURNAL REVIEW
Abstract: This paper reviews the journal article “Self-Regulated Strategy Development (SRSD) for written expression with students with Attention Deficit/Hyperactivity Disorder (ADHD)” written by Robert Reid and Torri Ortiz Lienemann for Exceptional Children. This review is on Reid and Lienemann’s assessment of the effectiveness of an under researched instructional model, SRSD, on the improvement of three children’s written narratives.
Often a skilled writer has difficulty with “negotiating and coordinating basic skills, knowledge, strategies, and conventions of the written language” (p. 54). Imagine the challenges of a child diagnosed with ADHD. ADHD affects approximately 2 million school-aged children. These children are predicted to perform academically much lower than their intellectual capability. Reid and Lienemann expand on research showing students with ADHD are at a great disadvantage mastering writing skills because they are well below the controls in transcription, handwriting, written expression, word complexity, productivity, and general writing ability. Other disadvantages are organization and planning skills proven to be important in achievement in written expression.
Reid and Lienemann believed the SRSD instructional model would be effective for students with ADHD for three reasons. SRSD had proven to be successful with children having Learning Disabilities (LD). Students with ADHD and LD share common characteristics such as attention issues and staying on task. Secondly, key issues with ADHD are mainly deficits in self-regulation (setting goals, holding goals in memory, goal completion). SRSD stresses goal setting. Lastly, SRSD aids children in direct behavior to accomplish goals with evidence showing strategy instruction alone may help as cues for self-regulation
The authors further describe their methods including design, setting, participants (three students after careful screening), procedures (the
Abstract: This paper reviews the journal article “Self-Regulated Strategy Development (SRSD) for written expression with students with Attention Deficit/Hyperactivity Disorder (ADHD)” written by Robert Reid and Torri Ortiz Lienemann for Exceptional Children. This review is on Reid and Lienemann’s assessment of the effectiveness of an under researched instructional model, SRSD, on the improvement of three children’s written narratives.
Often a skilled writer has difficulty with “negotiating and coordinating basic skills, knowledge, strategies, and conventions of the written language” (p. 54). Imagine the challenges of a child diagnosed with ADHD. ADHD affects approximately 2 million school-aged children. These children are predicted to perform academically much lower than their intellectual capability. Reid and Lienemann expand on research showing students with ADHD are at a great disadvantage mastering writing skills because they are well below the controls in transcription, handwriting, written expression, word complexity, productivity, and general writing ability. Other disadvantages are organization and planning skills proven to be important in achievement in written expression.
Reid and Lienemann believed the SRSD instructional model would be effective for students with ADHD for three reasons. SRSD had proven to be successful with children having Learning Disabilities (LD). Students with ADHD and LD share common characteristics such as attention issues and staying on task. Secondly, key issues with ADHD are mainly deficits in self-regulation (setting goals, holding goals in memory, goal completion). SRSD stresses goal setting. Lastly, SRSD aids children in direct behavior to accomplish goals with evidence showing strategy instruction alone may help as cues for self-regulation
The authors further describe their methods including design, setting, participants (three students after careful screening), procedures (the
Bibliography: Reid, Robert and Lienemann, Torri Ortiz. (2006). “Self-Regulated Strategy Development (SRSD) for written expression with students with Attention Deficit/Hyperactivity Disorder (ADHD)” Exceptional Children, 73(1), 53-67.