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. 4). 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 SRSD model of picture story prompts, baseline surveys, treatment, independent performance and maintenance). The article describes in detail how to implement the SRSD model. The results were measured by the number of story parts, the number of words, and the holistic quality of the story of the children’s narratives. Mean results in all areas for all students was minimally 200% improvement and sometimes as high as 600% improvement.
They continue in the article to discuss effects of each area of the story and limitations to the study. In conclusion, they found their study suggested the SRSD model highly effective in improving written expression in students with ADHD. Critique This article was an extremely detailed study of an underutilized instructional model on students with ADHD. The authors had found researched evidence on deficiencies in written expression from students with ADHD and results of the SRSD model being effective on students with LD.
They set out to prove their new hypothesis using strict screening processes and procedures. Their research proved to be highly informative and effective. Reaction This article is not something I can use today, as I am not in a writing environment with students with ADHD. I found the research to be very interesting. One could extrapolate the systematic process of SRSD and use the approach in other forms of teaching. Many issues were not dealt with in this study, as there were no previous studies in this area of research.
Some limitations stated were more assessments on students with ADHD, longer maintenance periods to assess long-term improvement, and inclusion of other aspects of the writing process. Relationship to Course Content I believe this article relates to this course as it includes the following: a)It researched an underutilized instructional model that proved in this study to be effective with students with ADHD b)It offered detailed instructional procedures for teaching the planning and story writing strategies helpful to teachers; c)and it taught me more about the characteristics of students with ADHD and LD to improve my ability to reach hese types of students in a classroom environment. As stated in the previous review, I feel these examples are important aspects and goals of taking this course. 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.