Research suggests that students with intellectual and developmental disabilities (IDD) struggle to develop writing skills. Paragraph text writing is a component of written expression and refers to the composition of connected text into multiple, related sentences of appropriate semantics, spelling, syntax, and usage (e.g., capitalization and punctuation). In the present study, we investigated the effects of a multicomponent intervention of explicit instruction and fluency practice on the paragraph text-writing skills of four secondary-aged individuals with IDD. We used a multiple-probe across participants design and measured paragraph text-writing with correct and incorrect writing sequences. Visual analysis and effect sizes revealed mixed results: Three participants showed improvement in the accuracy and/or speed of their paragraph text-writing, but one participant showed no improvement. We discuss the results of the study within the context of the writing intervention literature and instructional procedures for developing writing fluency.
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Conflict of Interest
The authors declare that they have no conflict of interest.
This research project was approved by the Institutional Review Board of the University of Iowa.
Consent to Participate
Informed consent was obtained from participants’ legal guardians, and assent was obtained from participants.
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The authors affirm that human research participants provided informed consent for publication.
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Rodgers, D.B., Datchuk, S.M. Improving the Paragraph Text-Writing Skills of Students with Intellectual and Developmental Disabilities: A Single-Case Design Study. Educ. Treat. Child. (2020). https://doi.org/10.1007/s43494-020-00029-9
- Intellectual disability
- Autism spectrum disorder
- Text writing
- Writing fluency
- Explicit instruction
- Correct writing sequences