ABSTRACT

Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities – including those with intellectual and developmental disabilities – struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline across students' design to investigate the effects of a multicomponent intervention, explicit instruction with timed practice, on the fluent sentence text writing or sentence construction of four postsecondary students with intellectual and developmental disabilities. We tested effects on sentence text writing measures and application to paragraph text writing. Data were analyzed through visual analysis and Tau-U effect sizes. The results of the intervention suggest that the multicomponent intervention had mixed effects on the sentence text and paragraph text writing of students. How the study contributes to the broader writing literature is discussed and limitations are presented.

摘要

写作对学生的学术、职业和社会追求都有影响。不幸的是，许多残疾学生——包括那些有智力和发育障碍的学生——在书面表达的一个基本方面挣扎：在句子和段落中写作。本研究使用跨学生设计的多基线来调查多组分干预、明确教学和定时练习对四名智力和发育障碍的大专学生流畅的句子文本写作或句子结构的影响。我们测试了对句子文本写作措施和段落文本写作应用的影响。通过视觉分析和 Tau-U 效应量分析数据。干预的结果表明，多组分干预对学生的句子文本和段落文本写作有不同的影响。讨论了该研究如何为更广泛的写作文献做出贡献，并提出了局限性。