Effects of a Text-Writing Fluency Intervention for Postsecondary Students with Intellectual and Developmental Disabilities

Autor/inn/en	Rodgers, Derek B.; Datchuk, S. M.; Rila, A. L.
Titel	Effects of a Text-Writing Fluency Intervention for Postsecondary Students with Intellectual and Developmental Disabilities
Quelle	In: Exceptionality, 29 (2021) 4, S.310-325 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodgers, Derek B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1850451
Schlagwörter	Students with Disabilities; Developmental Disabilities; Intellectual Disability; Writing Instruction; Writing Skills; Intervention; Program Effectiveness; Direct Instruction; Sentences; College Students; Teaching Methods + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Intellect; Verstand; Schreibunterricht; Writing skill; Schreibfertigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Sentence analysis; Satzanalyse; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities -- including those with intellectual and developmental disabilities -- struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline across students' design to investigate the effects of a multicomponent intervention, explicit instruction with timed practice, on the fluent sentence text writing or sentence construction of four postsecondary students with intellectual and developmental disabilities. We tested effects on sentence text writing measures and application to paragraph text writing. Data were analyzed through visual analysis and Tau-U effect sizes. The results of the intervention suggest that the multicomponent intervention had mixed effects on the sentence text and paragraph text writing of students. How the study contributes to the broader writing literature is discussed and limitations are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01