Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

Abstract

A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.

Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction

“…Starting in the 1980s, researchers began investigating the elements of effective writing instruction and current writing practices in schools (Applebee, 1981). Although improvements in writing instruction have occurred since the 1980s (Applebee, 1981), research continues to indicate that there is still much to be concerned about with secondary-as well as elementary-writing instruction (Applebee & Langer, 2006;Graham et al, 2022a;Kiuhara et al, 2009). Indeed, results of our study indicate that in-person writing instruction remains largely unchanged in the last 15 years.…”

“…Concerns around the quantity and quality of high school writing instruction are not new (Applebee, 1981;Applebee & Langer, 2006). Starting in the 1980s, researchers began investigating the elements of effective writing instruction and current writing practices in schools (Applebee, 1981).…”

“…For instance, researchers reported positive effects for delivering a computer-based writing intervention (i.e., graphic organizer embedded into strategy instruction) to intermediate-students with disabilities (Day et al, 2022). In addition, there is an emerging line of research on use of computer-based applications to assess and teach writing (Brady et al, 2022; Truckenmiller et al, 2020); however, implementation has typically required the presence of a knowledgeable adult, such as a researcher-affiliated interventionist or instructor. Little is currently known on how secondary teachers have shifted their typical practices to adjust to distance learning during the COVID-19 pandemic.…”

Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis

“…A total of 113 hits went on to full-text screening. In cases of multiple publications of the same study sample, the study that was first published was included [22,31]. There was a 92% agreement on the inclusion of studies for the title and abstract screening.…”

“…After coding, five of the 20 studies were rated as "does not meet standards" and were thus excluded. The two studies that met WWC Standards without reservation [32,33] and the 13 studies that met WWC Standards with reservation [22,28,31,[34][35][36][37][38][39][40][41][42][43] were subjected to variable coding for study characteristics and included in the systematic review. The inter-assessor agreement was 100% on both classifying the rigor of the included studies and demonstrating their effect over time.…”