The purpose of the study was to examine the impact of self-regulated strategy development (SRSD) to support POW (Pick my idea, Organize my notes, Write and say more) and TREE (Topic sentence, Reasons, Ending, Examine) on elementary-age students with emotional and behavioral disturbance (EBD). The study employed a multiple-probed, cross-subject, single-subject methodology that focused on persuasive-writing outcomes. Writing performance was assessed prior to and after instruction. Instruction was divided into seven stages and was administered in 30-minute sessions during a range of 11 to 13 lessons.