TY - JOUR
T1 - Electronic essay writing with postsecondary students with intellectual and developmental disabilities
AU - Woods-Groves, Suzanne
AU - Alqahtani, Saeed S.
AU - Balint-Langel, Kinga
AU - Kern, Amanda
N1 - Publisher Copyright:
© Division on Autism and Developmental Disabilities.
PY - 2018/9/1
Y1 - 2018/9/1
N2 - This study examined the efficacy of an electronic essay-writing strategy to improve the expository writing skills of 20 young adults with intellectual and developmental disabilities enrolled in a program at an institute of higher education in the midwest. A pretest and posttest experimental design with random assignment to treatment or control group was used to investigate the mnemonic-driven electronic writing strategy. The writing strategy supported students' construction of essay responses using a computer. Students used the strategy and a computer word program to examine an electronically presented essay test question, plan through the construction of an electronic outline, and create and revise an electronic essay response. Pretest and posttest essay responses were evaluated through proximal and distal rubrics. Results revealed a significant positive effect for the treatment group when compared to the control group for overall essay quality including use of ideas and content, and word choice.
AB - This study examined the efficacy of an electronic essay-writing strategy to improve the expository writing skills of 20 young adults with intellectual and developmental disabilities enrolled in a program at an institute of higher education in the midwest. A pretest and posttest experimental design with random assignment to treatment or control group was used to investigate the mnemonic-driven electronic writing strategy. The writing strategy supported students' construction of essay responses using a computer. Students used the strategy and a computer word program to examine an electronically presented essay test question, plan through the construction of an electronic outline, and create and revise an electronic essay response. Pretest and posttest essay responses were evaluated through proximal and distal rubrics. Results revealed a significant positive effect for the treatment group when compared to the control group for overall essay quality including use of ideas and content, and word choice.
UR - http://www.scopus.com/inward/record.url?scp=85052515940&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85052515940
SN - 2154-1647
VL - 53
SP - 311
EP - 324
JO - Education and Training in Autism and Developmental Disabilities
JF - Education and Training in Autism and Developmental Disabilities
IS - 3
ER -
