An Evaluation of Procedures for Teaching Students With Moderate to Severe Disabilities to Write Sentences

Abstract

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.