Using CBT to Improve Writing Performance

This session is from the NASP 2021 Annual Convention

  • PMD: 3,4
  • Skill Level: Introduction
  • Session 5: Promoting Academic Success

Learner Objectives

This session will help participants…

  1. describe the importance of student writing proficiency and identify factors that contribute to writing proficiency.
  2. describe the impact that writing self-efficacy and apprehension has on writing performance (Domain 4 of the NASP Practice Model).
  3. develop guidelines for implementing CBT techniques to individual students to improve writing proficiency (Domain 3 of the NASP Practice Model).


This study aims to extend writing research by evaluating the effectiveness of a cognitive–behavioral therapy (CBT) intervention on student writing self-efficacy, apprehension, and performance. Using a multiple-baseline design, effectiveness will be determined by total words written, percentage of correct writing sequences, and pre- and poststudy reports of writing self-efficacy and apprehension. From this study, we will learn about the effectiveness of CBT in increasing writing performance and writing self-efficacy and decreasing writing apprehension.



Jada K. White, University of Tennessee Knoxville
Jessica D. Kotik, University of Tennessee - Knoxville
Jane Persaud, University of Tennessee - Knoxville
Merilee McCurdy, PhD, University of Tennessee - Knoxville


Letter to Supervisor

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