A Paragraph Text-Writing Intervention for Adolescents with Intellectual and Developmental Disabilities

Abstract

Paragraph text-writing refers to constructing multiple words and sentences into the form of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities struggle to develop it to fluency. The present study investigated the effects of a multicomponent intervention on the accuracy and fluency of paragraph text writing skills of three adolescents with intellectual and developmental disabilities. The intervention procedures featured a combination of explicit instruction and timed practice delivered through a series of short, supplemental lessons. Intervention was delivered one-on-one, and a multiple probe across participants designed was used. Results were mixed, with two of three students showing an improvement in multiple skills related to paragraph text-writing, including sentences with appropriate syntax, semantics, capitalization, and punctuation. The limitations of this study as well as implications for practice are discussed.