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Effects of GO 4 IT . . . NOW! on Writing Skills of Students With Emotional and Behavioral Disorders

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Abstract

Students with emotional or behavioral disorders (EBD) perform academically below their peers. One area of particular challenge is written expression. Using a multiple-probe design across participants, this study evaluated the effects of GO 4 IT . . . NOW! strategy instruction on the writing skills of three students with EBD, ages 11–14. The researchers used GO 4 IT . . . NOW strategy instruction to teach students to write paragraphs in the context of their individualized education programs; in particular, students learned to write goals and objectives related to their self-identified academic and nonacademic needs. Researchers taught 19 GO 4 IT . . . NOW! lessons in a one-on-one format; lessons included explicit strategy instruction, feedback, self-evaluation, and practice with revising paragraphs. Results indicate a functional relation between GO 4 IT . . . NOW! strategy instruction and improved expository and IEP goal paragraphs. Students maintained gains into the following school year. Social validity, limitations, and future directions are discussed.

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Correspondence to Caitlin J. Criss.

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On behalf of all authors, the corresponding author states that there is no conflict of interest.

Research involving Human Participants and/or Animals

Approval was obtained from the Office of Responsible Research Practices of the Ohio State University. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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Written informed consent was obtained from the parents and all individual participants included in the study.

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The authors with the acknowledge the contributions of Corinne Gist, Shelby Bauer, and Natalie Perez who assisted with data collection.

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Criss, C.J., Konrad, M., Alber-Morgan, S.R. et al. Effects of GO 4 IT . . . NOW! on Writing Skills of Students With Emotional and Behavioral Disorders. Educ. Treat. Child. 44, 71–85 (2021). https://doi.org/10.1007/s43494-021-00037-3

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