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.
BasilC.ReyesS. (2003). Acquisition of literacy skills by children with severe disabilities. Child Language Teaching & Therapy, 19, 27–49.
2.
BetzA. M.HigbeeT. S.KelleyK. N.SellersT. P.PollardJ. S. (2011). Increasing response variability of mand frames with script training and extinction. Journal of Applied Behavior Analysis, 44, 357–362.
3.
BrowderD. M.SpoonerF.Ahlgrim-DelzellL.HarrisA. A.WakemanS. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407–432.
4.
BrowderD. M.WakemanS. Y.SpoonerF.Ahlgrim-DelzellL.AlgozzineB. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392–408.
5.
Carrow-WoolfolkE. (1996). Oral and Written Language Scales (OWLS). Torrance, CA: Western Psychological Services.
6.
Carrow-WoolfolkE. (1999). Comprehensive assessment of spoken language (CASL). Torrance, CA: Western Psychological Services.
7.
CollinsB. C.BransonT. A.HallM.RankinS. W. (2001). Teaching secondary students with moderate disabilities in an inclusive academic classroom setting. Journal of Developmental and Physical Disabilities, 13, 41–59.
8.
ErbasD.TuranY.OzenA.HalleJ. W. (2006). Effect of an adapted “cover write” method to word-naming and spelling to students with developmental disabilities in Turkey. Education and Training in Developmental Disabilities, 41, 357–364.
9.
GanzJ. B.SimpsonR. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Journal of Autism and Developmental Disorders, 34, 395–409.
10.
GrahamS.HarrisK. R. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher, 69, 359–365.
11.
GrahamS.PerinD. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
HeinrichS.KnightV.CollinsB. C.SpriggsA. D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51, 41–54.
14.
HernandezE.HanleyG. P.IngvarssonE. T.TigerJ. H. (2007). A preliminary evaluation of the emergence of novel mand forms. Journal of Applied Behavior Analysis, 40, 137–156.
15.
HornerR. D.BaerD. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.
16.
HudsonM. E.BrowderD. M.WoodL. A. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons With Severe Disabilities, 38, 17–29.
KaufmanA.KaufmanN. (2004). Kaufman Test of Educational Achievement–Second Edition (KTEA-2). San Antonio, TX: Pearson Education.
19.
KratochwillT. R.HitchcockJ. H.HornerR. H.LevinJ. R.OdomS. L.RindskopfD. M.ShadishW. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38.
20.
LeBlancL. A.MiguelC. F.CummingsA. R.GoldsmithT. R.CarrJ. E. (2003). The effects of three stimulus-equivalence testing conditions on emergent US geography relations of children diagnosed with autism. Behavioral Interventions, 18, 279–289.
Marchand-MartellaN. E.MartellaR. C.ModdermanS. L.PetersenH. M.PanS. (2013). Key areas of effective adolescent literacy programs. Education & Treatment of Children, 36, 161–184.
23.
McDonnellJ.ThorsonN.AllenC.Mathot-BucknerC. (2000). The effects of partner learning during spelling for students with severe disabilities and their peers. Journal of Behavioral Education, 10, 107–121.
24.
MercerC. D.MercerA. R.PullenP. (2011). Teaching students with learning problems. Upper Saddle River, NJ: Prentice Hall.
25.
ParkerR. I.VannestK. J.DavisJ. L.SauberS. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42, 284–299.
26.
PenningtonR. C.AultM. J.SchusterJ. W.SandersA. (2011). Using response prompting and assistive technology to teach storywriting to students with autism. Assistive Technology Outcomes and Benefits, 7, 24–38.
27.
PenningtonR. C.CollinsB. C.StenhoffD. M.TurnerK.GunselmanK. (2014). Using simultaneous prompting to teach generative writing to students with autism. Education and Training in Autism and Developmental Disabilities, 49, 396–414.
28.
PenningtonR. C.DelanoM. D.ScottR. (2014). An intervention for improving resume cover letter writing skills of students with intellectual disabilities. Journal of Applied Behavior Analysis, 47, 1–5.
29.
PenningtonR. C.FlickA.Smith-WehrK. (2016). Using frames to establish sentence writing skills in students with intellectual disabilities. Focus on Autism and Other Developmental Disabilities. Advance online publication. doi:10.1177/1088357616673568
30.
PenningtonR. C.KoehlerM. (2017). The effects of modeling, story templates, and self-graphing in the use of story elements by students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 52, 1.
31.
PenningtonR. C.StenhoffD. M.GibsonJ.BallouK. (2012). Using simultaneous prompting to teach story writing to a student with autism. Education & Treatment of Children, 35, 389–406.
32.
PerinD. (2013). Literacy skills among academically underprepared students. Community College Review, 41, 118–136.
33.
PurrazzellaK.MechlingL. C. (2013). Use of an iPhone 4 with video features to assist location of students with moderate intellectual disability when lost in community settings. Education and Training in Autism and Developmental Disabilities, 48, 179–189.
34.
RomigJ. E.TherrienW. J.LloydJ. W. (2016). Meta-analysis of criterion validity for curriculum-based measurement in written language. The Journal of Special Education. Advance online publication. doi:10.1177/0022466916670637
35.
RootJ. R.BrowderD. M.SaundersA. F.LoY. Y. (2016). Schema-based instruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial and Special Education. Advance online publication. doi:0741932516643592
36.
SaddlerB. (2012). Teacher’s guide to effective sentence writing. New York, NY: Guilford Press.
37.
SchoplerE.ReichlerR. J.DeVellisR. F.DalyK. (1980). Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10, 91–103.
38.
SpoonerF.KnightV.BrowderD.JimenezB.DiBiaseW. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons With Severe Disabilities, 36, 62–75.
39.
StewartK.HayashiY.SaundersK. (2010). Enhancing vowel discrimination using constructed spelling. The Analysis of Verbal Behavior, 26, 57–64.
40.
StromerR.MackayH. A.HowellS. R.McVayA. A.FlusserD. (1996). Teaching computer-based spelling to individuals with developmental and hearing disabilities: Transfer of stimulus control to writing tasks. Journal of Applied Behavior Analysis, 29, 25–42.
41.
SugasawaraH.YamamotoJ. (2007). Computer-based teaching of word construction and reading in two students with developmental disabilities. Behavioral Interventions, 22, 263–277.
42.
TanjiT.TakahashiK.NoroF. (2013). Teaching generalized reading and spelling to children with autism. Research in Autism Spectrum Disorders, 7, 276–287.
VideenJ.MarstonD.DenoS. L. (1982). Correct word sequences: A valid indicator of proficiency in written expression (Vol. IRLD-RR-84, pp. 61). Minneapolis: Minneapolis Institute for Research on Learning Disabilities, Minnesota University.
45.
WartellaE.RideoutV.MontagueH.Beaudoin-RyanL.LauricellaA. (2016). Teens, health and technology: A national survey. Media and Communication, 4, 13–23.
46.
WechslerD. (2003). Wechsler Intelligence Scale for Children–Fourth Edition. San Antonio, TX: Psychological Corporation.
47.
WoodcockR. W.McGrewK. S.MatherN. (2001). Woodcock Johnson Tests of Achievement–Third Edition. Rolling Meadows, IL: Riverside.
48.
YamamotoJ.MiyaT. (1999). Acquisition and transfer of sentence construction in autistic students: Analysis by computer-based teaching. Research in Developmental Disabilities, 20, 355–377.
