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Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student's ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic to guide students through the long division process. Using a multiple-baseline across participants design, SRSD instruction resulted in a functional relation between the intervention and both correct answers and rubric scores. The intervention was implemented by a practitioner with high levels of fidelity and had high levels of acceptability from both teacher and student perspectives. We present limitations and future directions in this area., Author(s): Mickey Losinski [sup.1], Julie Thiele [sup.2], Robin Parks Ennis [sup.3], Ashley Shaw [sup.4] Author Affiliations: (1) grid.36567.31, 0000 0001 0737 1259, Kansas State University, , Birmingham, AL, USA (2) [...]

Fractions are a cornerstone skill for student success in higher-level mathematics and many practical skills. However, most students do not have proficient fraction conceptual or computational knowledge. Effective and efficient interventions are needed to remediate these skills, especially for students with or at-risk for disabilities. We present a curricular overview of a self-regulated strategy development (SRSD) framework, SRSD Fractions. SRSD Fractions addresses adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers. We summarize research on SRSD Fractions and lessons learned, including implications for future research and practice, especially for students with comorbid behavior and academic challenges., Author(s): Robin Parks Ennis [sup.1], Mickey Losinski [sup.2] Author Affiliations: (1) grid.265892.2, 0000000106344187, University of Alabama at Birmingham, , EB122 1720 2nd Avenue South, 35294, Birmingham, AL, USA (2) grid.36567.31, [...]

Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of 4th-, 5th-, and 6th-grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest/posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented., Author(s): Sara Sanders [sup.1], Mickey Losinski [sup.2], Robin Parks Ennis [sup.3], Jessica Lane [sup.2], Warren White [sup.2], Jim Teagarden [sup.2] Author Affiliations: (1) grid.411015.0, 0000 0001 0727 7545, University of [...]

Abstract An emerging intervention for increasing reading comprehension in students with emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to examine the effectiveness [...]

Abstract Structural behavioral assessment (SBA) involves a series of heuristic approaches similar to those used with functional behavioral assessment (FBA). It involves assessing contextual variables that precede the occurrence of [...]