Effects of modeling, story templates, and self-graphing in the use of story elements by students with moderate intellectual disability

There is limited research on teaching narrative writing skills to students with moderate to severe intellectual disability. In the current study, we used a multiple probe across participants single case design to evaluate the effects of an intervention package comprised of modeling, story templates, and self-graphing, on the inclusion of story elements in the written narrative of three middle school students with MSD. The data suggested that the intervention package was effective and resulted in partial maintenance of targeted skills. Implications for future research are discussed.