Abstract
We evaluated a multicomponent intervention for improving the cover-letter writing skills of individuals with intellectual disabilities. An intervention that included modeling, self-monitoring, prompting, and feedback increased correct performance for all participants. In addition, the skill was demonstrated across audiences.
| Original language | English |
|---|---|
| Pages (from-to) | 204-208 |
| Number of pages | 5 |
| Journal | Journal of Applied Behavior Analysis |
| Volume | 47 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 2014 |
Keywords
- autism
- employment
- intellectual disabilities
- prompting
- writing instruction
ASJC Scopus subject areas
- Philosophy
- Applied Psychology
- Sociology and Political Science