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ERIC Number: EJ1150921
Record Type: Journal
Publication Date: 2017-Sep
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2154-1647
Effects of Modeling, Story Templates, and Self-Graphing in the Use of Story Elements by Students with Moderate Intellectual Disability
Pennington, Robert; Koehler, Mallory
Education and Training in Autism and Developmental Disabilities, v52 n3 p280-290 Sep 2017
There is limited research on teaching narrative writing skills to students with moderate to severe intellectual disability. In the current study, we used a multiple probe across participants single case design to evaluate the effects of an intervention package comprised of modeling, story templates, and self-graphing, on the inclusion of story elements in their written narrative of three middle school students with MSD. The data suggested that the intervention package was effective and resulted in partial maintenance of targeted skills. Implications for future research 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; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Kaufman Test of Educational Achievement; Clinical Evaluation of Language Fundamentals
Grant or Contract Numbers: N/A