ERIC Number: EJ1054010
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: N/A
Transition Planning and Writing Instruction: The Effects of a Brief Intervention
McConnell, Amber E.; Little, Karen S.; Martin, James E.
British Journal of Special Education, v42 n1 p87-111 Mar 2015
This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post-school transition goals using a modified "GO 4 IT … NOW!" intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high-stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end-of-instruction writing prompts.
Descriptors: High School Students, Mental Retardation, Transitional Programs, Planning, Goal Orientation, Intervention, Writing Instruction, Writing Skills, Writing (Composition), High Stakes Tests, Knowledge Level, Essays, Paragraph Composition, Instructional Effectiveness, Scoring Rubrics, Prompting
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A