The Effect of the Self-Regulated Intervention Package on the Writing Skills of Students with Learning Disabilities

This study examined the effect of a self-regulation intervention package on the writing skills of a student with learning disabilities. To this end, self-regulation strategies were employed to support the student's writing behaviors in terms of narrative elements, paper layout and punctuation. A multiple baseline design across behaviors, one of the single-subject research models, was employed. Story maps, fading prompts, direct instruction and self-regulation strategies were employed to encourage the acquisition of the target behaviors. The results reveal that the participant's behaviors relating to writing texts appropriate to story elements, creating texts appropriate to paper layout and writing texts using punctuation marks increased. The acquisition processes for the targeted behaviors lasted four sessions for writing texts appropriate to story elements, six sessions for writing texts appropriate to paper layout and ten sessions for writing texts using punctuation marks. The findings were discussed within the framework of the literature, and recommendations were made.