This exploratory study examined the use of symbol-supported writing software with students with Down syndrome across two school years. In Year 1, 43 participants used this software and provided data over four months. In Year 2, 17 of the same participants provided data over an additional five months. A quasi-experimental repeated measures design was used to assess changes in students' symbol supported writing over time. Participants produced monthly, 10-minute writing samples about a specified topic using symbol-supported writing software. The writing samples were examined with regard to writing rate, conventions, and two measures of writing quality. Results suggest that symbol-supported writing software can contribute to improved writing rate as well as increased opportunities for writing practice. The results are discussed in terms of implications, limitations, and future research.
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