Author ORCID Identifier
Poch - https://orcid.org/0000-0002-1316-0228
Datchuk - https://orcid.org/0000-0001-6551-5222
Document Type
Article
Publication Date
2020
Publication Title
Insights into Learning Disabilities
Volume
17
Issue
2
First Page
163
Last Page
178
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.
Recommended Citation
Datchuk, Shawn M.; Poch, Apryl L.; and Panos, K. L., "Improving the sentence writing fluency of a student with attention deficit hyperactivity disorder and speech/language impairment: A pilot study" (2020). Special Education and Communication Disorders Faculty Publications. 29.
https://digitalcommons.unomaha.edu/spedfacpub/29
Comments
This has been deposited with permission from the copyright holder, Insights into Learning Disabilities. For reuse reach out to the publisher directly. For more information visit https://www.ldworldwide.org/insights-learning-disabilities