Use of a check-off system to improve middle school students' story compositions.

This study examined the effects of a self-management procedure designed to teach three 13- to 14-year-old middle school boys with learning and behavior problems to improve the completeness (inclusion of identified story elements) and quality (organization and coherence) of their story compositions. The procedure was based on two strategies: teaching the students to plan stories composed in a narrative style, and teaching them to monitor the inclusion of elements from the plan with a check-off system. A multiple baseline design was used to assess the effectiveness of the procedure, and a combination of holistic and atomistic ratings was used to assess the completeness and quality of the students' written work. Results indicated that stories were more complete when students used a simple check-off system to plan and monitor their work. In addition, there was a moderate correlation between the atomistic and holistic measures used to assess stories, with the total number of words written correlating most strongly (r = .49) with the overall rating for story quality.