In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three partici-pants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write multiple sentences to express an opinion about a passage they had just read. Our findings suggest that the package was effective and produced maintenance and generalization across all three participants.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-10734 |
| Date | 01 December 2020 |
| Creators | Pennington, Robert C., Mohammad, Marta, Mims, Pamela J., Muharib, Reem |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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