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ERIC Number: EJ1109797
Record Type: Journal
Publication Date: 2016-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2154-1647
Teaching Writing in Response to Text to Students with Developmental Disabilities Who Participate in Alternate Assessments
Lee, Angel; Browder, Diane M.; Hawley, Katherine; Flowers, Claudia; Wakeman, Shawnee
Education and Training in Autism and Developmental Disabilities, v51 n3 p238-251 Sep 2016
This study investigated the effects of task analytic instruction, systematic prompting and graphic organizers on two students' ability to compose informational text. Participants were provided with information articles from which they identified the key ideas and supporting details. Participants transferred this information to a graphic organizer which was then used to complete a writing template. Depending on the nature of the skill, both a traditional and modified system of least prompts was used during the intervention. Both students increased their ability to accurately compose a permanent product in response to text. Implications for future research and practical implications are discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H373X100002