Evaluating an Instructional Package for Teaching Sentence Writing Within a Story-Based Lesson for Students With IDD

Abstract

The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during a story-based lesson (SBL) for participants ages 6 to 8 years who have intellectual and/or developmental disabilities (IDD). A single-case multiple-probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the intervention package and correct word selection for sentence construction during a shared story. In addition, the Percent of Nonoverlapping Data (PND) indicates overall strong effects. Finally, students were able to demonstrate both generalization and maintenance of skills.