Examining the Effects of Paper/Pencil Versus iPad Prompts on Writing Outcomes for Youth in a Juvenile Justice Facility

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Understanding Students' Thinking, Learning, and Writing Outcomes (Table 18)

Abstract

This study examined the effects of the self-regulated strategy development (SRSD) instructional approach with self-determination skills instruction on self-advocacy focused writing probes (e.g., persuasive) for adolescent girls with emotional and behavioral disorders (EBD) in a juvenile justice facility through a reversal design. Youth were taught the POW+TREE (Pick your idea; Organize notes, Write and say more + Topic sentence, Reasons, Explanation, and Ending) writing mnemonic with a self-determination acoustic, then responded to self-advocacy focused writing prompts through two modes: a) paper/pencil and b) iPad. After instruction, both youth wrote and self-advocated more in writing using the iPad. Scores for self-efficacy in writing, motivation, and social validity are being analyzed. Semi-structured interview data is also being reviewed to determine the effectiveness of the intervention by youth.

Author

• Allyson A. Pitzel, Kent State University
  Presenting Author