Journal article
Improving the Sentence Writing Fluency of a Student with Attention Deficit Hyperactivity Disorder and Speech/Language Impairment: A Pilot Study
Insights on learning disabilities, Vol.17(2), p.163
09/22/2020
Abstract
The skill of sentence writing -- the composition of connected text into sentence types understandable to readers -- is foundational to written expression. Unfortunately, many students with learning disabilities -- particularly those with attention deficit hyperactivity disorder (ADHD) and speech and/or language impairment (S/LI) -- struggle to develop sentence writing and its multiple, related skills. Using a single-baseline design, we studied effects of a supplemental writing intervention on one elementary-aged student with comorbid ADHD and S/LI. The intervention entailed delivery of a writing fluency intervention with several antecedent- and consequence-based components: explicit instruction, fluency practice, a reinforcer survey, and contingent reinforcement. The participating student improved his accuracy and speed of sentence writing during intervention. Results are discussed within the context of text writing fluency and frameworks of academic interventions for students with ADHD and S/LI.
Details
- Title: Subtitle
- Improving the Sentence Writing Fluency of a Student with Attention Deficit Hyperactivity Disorder and Speech/Language Impairment: A Pilot Study
- Creators
- Shawn M DatchukApryl L PochKristin Panos
- Resource Type
- Journal article
- Publication Details
- Insights on learning disabilities, Vol.17(2), p.163
- Publisher
- Learning Disabilities Worldwide, Inc
- ISSN
- 1949-1212
- Number of pages
- 16
- Language
- English
- Date published
- 09/22/2020
- Description audience
- Intermediate Grades; Elementary Education; Grade 4
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374230502771
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