Improving the writing performance of students with attention-deficit/hyperactivity disorder

The purpose of this study was to investigate the effects of an expository writing strategy implemented following the Self-Regulated Strategy Development Model on the writing skills of four students with Attention-Deficit/Hyperactive Disorder in 4th and 5th grade. The effect of instruction was evaluated using a multiple-baseline design. Instruction had a positive impact on students\u27 writing. Student essays were longer, more complete, and qualitatively better. These findings were generally maintained over time