Use of a Technology-based Instructional Package to Teach Opinion Writing to Students with Intellectual Disability

Abstract

In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three participants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write multiple sentences to express an opinion about a passage they had just read. Our findings suggest that the package was effective and produced maintenance and generalization across all three participants.