In the current investigation, we evaluated the effectiveness of a multi-component
package (i.e., robot, simultaneous prompting, self-graphing) for teaching three
students, ages 19–21, with intellectual disabilities (ID) to write text messages
that included a greeting, personal narrative, and closing. Data suggest that the
package was effective in increasing correct performance for all participants. In
addition, participants demonstrated their newly acquired texting skills across
different communicative partners.
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