Abstract
In the current study, we investigated the effects of an instructional package (i.e., response prompting, sentence frames) on sentence writing for three middle school participants (ages 12–13) with moderate to severe disabilities. We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also used intermittent probes to assess generalization of sentence writing skills to journal writing activities. Our data indicated that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.
| Original language | English |
|---|---|
| Pages (from-to) | 27-38 |
| Number of pages | 12 |
| Journal | Remedial and Special Education |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2018 |
Bibliographical note
Publisher Copyright:© 2017, © Hammill Institute on Disabilities 2017.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- autism spectrum disorder
- intellectual disability
- writing instruction
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
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