Students with and at-risk for emotional behavioral disorders (EBD) often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. This paper highlights a strategic intervention for supporting the writing needs of students with and at risk for EBD. Utilizing a multiple probe across students with embedded reversal single case design, three students with and at-risk for EBD in 3rd, 5th, and 6th grade were recruited to receive SRSD POW+TREE with embedded function-based choice making in a residential education setting. Number of essay elements and a variety of writing quality indicators along with student motivation and active academic engagement were examined. Participants who completed the study demonstrated varied engagement and an increase in included essay elements along with overall essay quality and increased motivation to write persuasively. Implications for teachers, limitations, and future directions are presented.
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