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ERIC Number: EJ1166289
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
An Evaluation of Procedures for Teaching Students with Moderate to Severe Disabilities to Write Sentences
Pennington, Robert C.; Foreman, Lindsay Hugg; Gurney, Beth Newberry
Remedial and Special Education, v39 n1 p27-38 Jan-Feb 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Childhood Autism Rating Scale; Wechsler Intelligence Scale for Children; Kaufman Test of Educational Achievement; Stanford Binet Intelligence Scale; Oral and Written Language Scales; Woodcock Johnson Tests of Achievement; Autism Diagnostic Observation Schedule
Grant or Contract Numbers: N/A