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Autor/inn/en | Rodgers, Derek B.; Datchuk, Shawn M.; Wang, Lanqi |
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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 |
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 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 |