Open AccessUsing a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities
Author(s) -
Kerstin Nobel,
Anne Barwasser,
Matthias Grünke,
Kristie Asaro-Saddler,
Bruce Saddler
Publication year - 2021
Publication title -
international education studies
Language(s) - English
Resource type - Journals
eISSN - 1913-9039
pISSN - 1913-9020
DOI - 10.5539/ies.v14n11p81
Subject(s) - psychology , multiple baseline design , intervention (counseling) , task (project management) , quality (philosophy) , mathematics education , learning disability , writing process , teaching method , task analysis , developmental psychology , philosophy , management , epistemology , psychiatry , economics
The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.