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Implementing Digital Media Writing to Engage Students With Emotional and Behavioral Disorders

Implementing Digital Media W riting to Engage Students with EBD f A B e y o n d B e h o v io r Table 3 Digital Media W riting Resources for T eachers R esource N a m e This I Believe (National Public Radio) h ttp ://thisibelieve.org/essays/age/underl8/ StoryCorps http://storycorps. org/anim ation/ http:/ / storycorps.org/storycorpsu/ National Writing Project http://w w w .nw p.org/cs/public/print/resource_ topic/Digital_Writing PBS: Digital Media: New Learners of the 21st Century http:/ / www.pbs.org/parents/ digital-media / coolTools.html Apple: iPad in Education http: / / www.apple.com/education/ipad/resources / Microsoft Photo Story 3 http: / / www.microsoft.com/en-us/download/details. aspx?id= 11132 Pics4Learning http: / /pics. tech4Iearning.com/ FindSounds http: / / www.findsounds.com/ FreePlay Music http: / / www.findsounds.com / E x p la n a tio n o f R esource Provides examples appropriate for students under 18. The essays may be played aloud or read. Provides examples of animated short stories to demonstrate and immerse students in digital media stories. Provides teachers with resources on how to implement digital writing in the classroom. Provides resources and a list of "cool tools" such as Google Voice and Yodio. Provides different resources for using an iPad in the classroom. A free download application in which students can add images and sounds to their spoken story in a slideshow format. Each slide can be rerecorded so students can edit each slide individually. Copyright friendly images available for students to use in their stories. Both sites allow students to search for free music and sound effects to use in their stories. E d u cato r R esources A v a ila b le ? (Yes o r N o ) Yes Yes Yes Yes Yes No No No and cater specifically to his needs. Jack successfully completed his project and following his presentation, asked to start another storx/. Conclusion While many students struggle with writing, production for students with EBD may be even more difficult, as they often lack self-regulation skills and experience high levels of frustration and low levels of motivation for writing. Digital media writing is a strategy for incorporating technology into writing instruction in a meaningful and motivating way. This article details a strategy for incorporating digital media into narrative writing. The step-by-step process, use of graphic organizers, systematic instruction, and opportunities for individualization provide the type of structure that can benefit students with EBD. At the same time, the use of student voice and choice throughout the process (e.g., selection of story topic or images) offers students a level of independence. The final product is completed in small steps, helping teachers anticipate and accommodate for potential problems, both academic and behavioral. Digital media writing is one way to engage students with EBD in a positive writing experience. REFERENCES Adams, K. (2007). How to improvise a fulllength play: The art of spontaneous theater. New York, NY: Allworth. Adkins, M. H., & Gavins, M. V. (2012). Self-regulated strategy development and generalization instruction: Effects on story writing and personal narratives among students with severe emotional and behavioral disorders. Exceptionality, 20, 235-249. Baker, S., Gersten, R., & Graham, S. (2003). Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109-123. doi: 10.1177/ 002221940303600204 Butler. A. M., Monda-Amaya, L. E., & Yoon, H. (2013). The digital media writing project: Connecting to the common core. Teaching Exceptional Children, 46, 6-14. DeVoss, D. N., Eidman-Aadahl, E., & Hicks, T. (2010). Because digital writing matters: Improving student writing in online and multimedia environments. San Francisco, CA: Jossey-Bass. Graham, S., & Harris K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Brookes. Graham, S., & Harris, K. R. (2011). Writing and students with disabilities. In J. M. Kaufmann & D. R Hallahan (Eds.), Handbook of special education (pp. 422- 433). New York, NY: Routledge. Graham, S., & Harris, K. R. (2013). Designing an effective writing Vol. 24, Iss. 3,20 1 5 21

Implementing D igital M edia W riting to Engage Students with EBD program. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing (pp. 3-25). New York, NY: Springer. Graves, D. H. (2003). Writing: Teachers and children at work. Portsmouth, NH: Heinemann. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline. Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43,295-340. Mason, L. H., Kubina, R. M., Valasa, L. L., & Cramer, A. M. (2010). Evaluating effective writing instruction for adolescent students in an emotional and behavior support setting. Behavioral Disorders, 3 5 ,140-156. Miller, L. C. (2010). Make me a story: Teaching writing through digital storytelling. Portland, ME: Stenhouse. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Internet site: http://www.corestandards.org/ELA- Litera cyl Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin. Sanders, J., & Albers, P. (2010). Multimodal literacies: An introduction. In P. Albers, & J. Sanders (Eds.), Literacies, the arts and multimodality (pp. 1-27). Urbana, IL: National Council of Teachers of English. Santangelo, T., Harris, K. R., & Graham, S. (2008). Using self-regulated strategy development to support student who have "trubol giting thangs into werds". Remedial and Special Education, 29, 78-89. Sreckovic, M. A., Common, E. A., Knowles, M. M., & Lane, K.L. (2014). A review of self-regulated strategy development for writing for students with EBD. Behavioral Disorders, 39, 56-77. Tindal, G., & Crawford, L. (2002). Teaching writing to students with behavior disorders: Metaphor and medium. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavior disorders (pp. 3-17). Boston, MA: Allyn & Bacon. Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11, 198-210. Wissick, C. A., & Gardner, J. E. (2011). Technology and academic instruction. In J. M. Kaufmann & D. P. Hallahan (Eds.), Handbook of special education (pp. 422-433). New York, NY: Routledge. Yell, M. L. (2009). Teaching students with EBD I: Effective teaching. In M. L. Yell, N. B. Meadows, E. Drasgow, & J. G. Shriner (Eds.), Evidence-based practices for educating students with emotional and behavior disorders. Upper Saddle River, NJ: Pearson. 2 2 B eyond B ehavior

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Grades 1-5 Student Engagement Checklist