We tested the effects of writer immersion and the responses emitted by a peer reader across four male middle school participants diagnosed with behavioral disorders. The participants were chosen for this study due to their high structural errors and inability to write functionally in order to affect the behavior of a reader. Writer immersion and the observing responses of a peer reader were used to increase both accurate structural and functional components of written responses to a probe picture and selected tasks. The dependent measures were the percentage of accurate structural components written during the pre- and post-experimental probes, the number of components drawn by the reader during the pre- and post-experimental probes, the percentage of accurate structural components written during the writer immersion phase and the number of components completed by the reader during the writer immersion phase. Results showed that the writer immersion procedure and the effect of the peer reader's responses to the participant's writing functioned to increase accuracy in the both structure and function of writing across all four participants. (Contains 4 figures and 1 table.)