Abstract
The purpose of this study was to determine the effects of self-graphing on the writing of 3 fourth grade students with high-incidence disabilities. Measures of written expression included total number of words written and number of correct word sequences. During intervention, students self-graphed their total number of words written in response to a timed story starter. A functional relationship was found between the self-graphing intervention and the total words written and number of correct word sequences. Implications for future research and practice are discussed.
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Stotz, K.E., Itoi, M., Konrad, M. et al. Effects of Self-graphing on Written Expression of Fourth Grade Students with High-Incidence Disabilities. J Behav Educ 17, 172–186 (2008). https://doi.org/10.1007/s10864-007-9055-9
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DOI: https://doi.org/10.1007/s10864-007-9055-9