ABSTRACT
In the current chapter, we describe an intervention—Self-Regulated Strategy Development (SRSD)—developed by Karen Harris and Steve Graham. SRSD is an approach to teaching writing that involves a combination of writing strategies and self-regulation. SRSD is very helpful for secondary students with ADHD, as writing is a core academic area essential for students to gather, organize, and share information and to communicate and demonstrate knowledge. The chapter begins with the story of Tamika, a fifth-grade student with ADHD who struggles to complete her writing assignments. In the chapter, we describe:
six stages of SRSD: (1) develop background knowledge, (2) discuss the strategy, (3) model the strategy, (4) memorize the strategy, (5) support the strategy, and (6) perform the strategy independently;
three barriers to implementation (low student engagement, time constraints, and selecting interpreting writing topics) and means of overcoming each;
considerations and suggestions for culturally responsive SRSD, including the integration of culture into student writing by reading and studying diverse writers; programming for individual plans that include SRSD with examples associated with Common Core Standards, CASEL standards, levels of academic achievement and behavior functioning, and an associated annual smart goal.
