Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding SRSD, analyzing the findings of both single-case and group designs using a common effect size metric (Hedges g), and applying methods to address publication bias. In addition, the present meta-analysis examined the difference in treatment effect due to differences in moderating variables. Sixteen of the 20 studies examined met inclusion criteria based on the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. Results indicated that SRSD interventions had large effect sizes across three dependent variables (i.e., essay elements, quality, and word count), and treatment effects were significant for study design and race/ethnicity. Type of instruction, intervention agent, and gender did not significantly predict response to SRSD instruction. Also, the results showed limited risk of bias in the tendency of journals to publish only positive findings. Based on these findings, implications for future research and teaching with SRSD are discussed.