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Self Regulated Strategy Development

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model used to teach a variety of writing strategies to elementary, middle, and high school aged students.

Self regulated strategy development (SRSD) is an instructional model to teach writing strategies to students.   SRSD has been researched and shown to result in significant and meaningful improvements in writing knowledge, writing quality, writing approach, self-regulation skills, and motivation.  School based occupational therapists may focus on the actual skill of handwriting and also the skill of self regulation.  Hopefully, the end result is the ability to function in the educational environment which included completing written assignments (getting thoughts onto paper).  SRSD may work well with some of the students that you work with. In fact, as pediatric therapists we usually work with a similar model from start to finish based on our motor control backgrounds.  Therefore, you are probably doing many of these already but perhaps not in this exact order.  There are six stages to SRSD:

Stage 1: Develop background knowledge. Identify what skills the student needs to complete the assignment. If any skills are lacking pre-teach these skills or utilize modifications to achieve the skills. (Translation in therapy terms – evaluate)

Stage 2: Discuss it. Make sure the student is motivated to make changes. Review the student’s current performance and progress monitoring. Introduce the steps of the strategy. (Translation in therapy terms: explain evaluation findings)

Stage 3: Model it. Show the student the new strategy. Discuss the pros/ cons of the strategy. Have the student create positive statements to remain motivated throughout the writing process. Introduce goal setting. Repeat any steps as needed. (Translation in therapy terms: Teach the new skill)

Stage 4: Memorize it. Practice the new strategy until the student can perform it independently. Provide visual or written cues if needed to remember all the steps. (Translation in therapy terms:  Practice in isolated setting)

Stage 5: Support it. Student gradually takes ownership and responsibility of the new strategy. This can be practiced with peer instruction, constructive feedback and positive reinforcement on the teachers part.  (Translation in therapy terms: Practice in all environments, provide feedback and modify environment if needed).

Stage 6: Independent performance. The student is able to use the new strategy in different settings or various tasks. (Translation in therapy terms: Goal achieved!)

Do you see the connection between what we do in therapy and this strategy?  +This could be applied to any modifications or accommodation used in the educational setting.  For example, it would be useful for implementing sensory diets in the school settings, teaching motor skills to participate in physical education or recess, handwriting techniques, etc.

Have you ever used this specific SRSD strategy for writing skills?  Would love to hear your experiences.  Want to read more about SRSD, read the entire article at http://www.updc.org/assets/files/resources_by_topic/literacy/SummerWriting13/Graham_SRSD.pdf.

References:  Santangelo, T. et al.  Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds”.  Remedial and Special Education Volume 29 Number 2. March/April 2008 78-89. doi 10.1177/0741932507311636

Mods Book

Modifications and Interventions for School – Reporting Forms
Product Details: Download of Electronic book with 72 pages including 66 reproducible forms and hundreds of suggested interventions.

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