Transition Planning and Writing Instruction: The Effects of a Brief Intervention

Autor/inn/en	McConnell, Amber E.; Little, Karen S.; Martin, James E.
Titel	Transition Planning and Writing Instruction: The Effects of a Brief Intervention
Quelle	In: British Journal of Special Education, 42 (2015) 1, S.87-111 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12071
Schlagwörter	High School Students; Mental Retardation; Transitional Programs; Planning; Goal Orientation; Intervention; Writing Instruction; Writing Skills; Writing (Composition); High Stakes Tests; Knowledge Level; Essays; Paragraph Composition; Instructional Effectiveness; Scoring Rubrics; Prompting + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geistige Behinderung; Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Schreibunterricht; Writing skill; Schreibfertigkeit; Schreibübung; Wissensbasis; Essay; Aufsatzunterricht; Unterrichtserfolg; Scoring formulas; Auswertungsbogen; Benutzerführung
Abstract	This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post-school transition goals using a modified "GO 4 IT … NOW!" intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high-stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end-of-instruction writing prompts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01