A Paragraph Text-Writing Intervention for Adolescents with Intellectual and Developmental Disabilities

Autor/inn/en	Rodgers, Derek B.; Datchuk, Shawn M.; Wang, Lanqi
Titel	A Paragraph Text-Writing Intervention for Adolescents with Intellectual and Developmental Disabilities
Quelle	In: Journal of Special Education Apprenticeship, 11 (2022) 2, Artikel 3 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Students with Disabilities; Intellectual Disability; Paragraph Composition; Writing Skills; Intervention; Accuracy; Direct Instruction; Drills (Practice); Program Effectiveness; Autism Spectrum Disorders; Adolescents; High School Students; Special Education; Writing Instruction + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Writing skill; Schreibfertigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Autism; Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Oberschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Schreibunterricht
Abstract	Paragraph text-writing refers to constructing multiple words and sentences into the form of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities struggle to develop it to fluency. The present study investigated the effects of a multicomponent intervention on the accuracy and fluency of paragraph text writing skills of three adolescents with intellectual and developmental disabilities. The intervention procedures featured a combination of explicit instruction and timed practice delivered through a series of short, supplemental lessons. Intervention was delivered one-on-one, and a multiple probe across participants designed was used. Results were mixed, with two of three students showing an improvement in multiple skills related to paragraph text-writing, including sentences with appropriate syntax, semantics, capitalization, and punctuation. The limitations of this study as well as implications for practice are discussed. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01