ABSTRACT
Seven primary school children with behaviour difficulties showed low levels of on-task writing behaviour, high levels of off-task disruptive behaviour and a low number of words written during regular classroom story writing sessions. Introduction of self-recording of work behaviours during story writing for the whole class of 34 children was associated with increased on-task, decreased off-task disruptive behaviour and an increased number of words written for target children. There was also an increased number of words written by six other children for whom story writing data was collected. Introduction of say-do correspondence training for five of the target children showed further increases in independent story writing behaviour and reductions in off-task behaviours that disrupted the written language sessions.
