Using Response Prompting, Frames, and Technology to Teach Rural Students With Extensive Support Needs to Write About Stories

Abstract

We used a single case concurrent multiple probe across participants design to evaluate the effects of a multi-component intervention package on the number of correct sentences used when writing about a story for three rural elementary students with intellectual or developmental disabilities and extensive support needs. The package was comprised of response prompting, sentence frames, and selection-based writing software and produced improved performance across all three participants. Overall, data indicate students improved their writing performance following the introduction of the package. We discuss our findings in relation to future research and implications for practitioners.