This paper describes a project that was geared toward helping juvenile justice-involved female students who were determined to be at-risk for emotional and behavioral disorders to develop the critical literacy skill of summarizing written text.
Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented. (Published Abstract Provided)
Downloads
Similar Publications
- Criminal Behavior and School Discipline in Juvenile Justice-Involved Youth With Autism
- A Longitudinal Analysis of Risk and Protective Factors of Bias-Based Bullying Victimization Among Adolescents
- Community Court Grows in Brooklyn: A Comprehensive Evaluation of the Red Hook Community Justice Center, Final Report