An Evaluation of Procedures for Teaching Students With Moderate to Severe Disabilities to Write Sentences

被引：12

作者：

Pennington, Robert C. ^{[1
]}

Foreman, Lindsay Hugg ^{[2
]}

Gurney, Beth Newberry ^{[1
]}

机构：

[1] Univ Louisville, Louisville, KY 40292 USA

[2] Jefferson Cty Publ Sch, Louisville, KY USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2018年 / 39卷 / 01期

关键词：

writing instruction; intellectual disability; autism spectrum disorder; INTELLECTUAL DISABILITY; CHILDREN; CONSTRUCTION; INDIVIDUALS; INSTRUCTION; SKILLS;

D O I：

10.1177/0741932517708428

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：27 / 38

页数：12

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