A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.

中文翻译：

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利用替代特殊教育计划中学生的技术提高有说服力的写作成果


在替代教育环境中进行了一项使用跨参与者设计的多基线的研究，以检查学生使用基于技术的图形组织器 （TBGO） 与嵌入式自我调节学习策略之间的功能关系，对他们有说服力的论文写作的数量和质量。三名有写作困难和复杂行为需要的三年级至五年级学生在替代特殊教育计划中接受服务，参与了这项研究。因变量包括 （a） 基线（在没有 TBGO 的计算机上写作）、（b） TBGO 使用阶段（在没有 TBGO 的计算机上写作）和 （c） 维护（在没有 TBGO 的计算机上写作）的字数、过渡词数和写作质量分数。数据的视觉和统计分析表明，所有参与者的写作质量都有所提高，两名学生也增加了不同阶段的写作量。在整个研究过程中，还监测了学生在写作评分中自我调节学习的自我效能感。结果表明，他们对写作的自我效能感总体上有所增加。