The present study investigated the effects of a multicomponent intervention on the writing behavior of adolescents with writing difficulties. A single-case design consisting of a combination of multiple-probe design across participants and pre-post test was used. Four participants completed two intervention phases: (a) sentence instruction and frequency building to a performance criterion and (b) paragraph instruction. Results suggested a functional relation between sequential delivery of intervention and gains in accuracy and rate on sentence construction probes. Results provide tentative support that the intervention improved writing on descriptive paragraph probes.