Effectiveness of An Essay Writing Strategy for Post-Secondary Students with Developmental Disabilities.

摘要: This study examined the effectiveness of ANSWER Strategy (Hughes, Schumaker, & Deshler, 2005) in improving essay composition skills post-secondary students with developmental disabilities. The six-step strategy incorporated analyzing prompts, creating an outline, generating response, and reviewing answer. (N 16) were assigned via a stratified random sample method to treatment or control groups. A preand post-test design was employed results evaluated using scoring rubric. Statistically significant differences found between post-tests favor group related their knowledge use steps. Overall, indicated that holds promise as effective writing intervention for individuals disabilities settings. Mercer, Pullen (2011) described written expression “highest forms communication” emulates one’s ability comprehend, develop concepts, abstraction (p. 359). Polloway (2009) noted principal goal instruction is cultivate who can communicate effectively. process constructing coherent passage multi-faceted requires one identify, synthesize, sequence ideas (Englert et al., 2009). One most complicated without acquire art expression. 2007 National Assessment Educational Progress (NAEP) assessment revealed only 33 percent eighthand twelfth-grade assessed considered proficient writers (SalahuDin, Persky, Miller, 2008). For disabilities, difficulties emerge during elementary school years continue persist throughout lifetimes unless interventions are employed. As Individuals Disabilities Education Improvement Act (IDEA; 2004) has evolved so too implementation special education services across K-12 public schools settings (Stodden Whelley, 2004; Zaft, Hart, Zimbrich, 2004). Traditionally, received until age 21 22 (Grigal, Neubert, Moon, 2001; al.). New opportunities now burgeoning families inclusive college programs being established 2002; Hall, Kleinert, Kearns, 2000; Weir, comparison Longitudinal Transition Study (NLTS) (NLTS-2) 2005, 28 youths intellectual attended compared 8 1990 (Newman 2010). research reported herein supported part by Office Postsecondary (OPE), U.S. Department Education, through Grant P407A100030 University Iowa. opinions expressed those authors do not represent views OPE Education. Correspondence concerning this article should be addressed Suzanne WoodsGroves, Teaching Learning, 246 Lindquist Center North, Iowa, Iowa City, IA 52242-1529. Email suzanne-woodsgroves@uiowa.edu Training Autism Developmental Disabilities, 2012, 47(2), 210–222 © Division on 210 / Disabilities-June 2012 does opportunity address strategic academic instruction. type particularly difficult expository writing. An individual’s personal topic basis from which begins such, it incumbent upon writer strategies acquiring organizing content knowledge. Englert al. if cannot organize they will experience problems understanding text. colleagues seventh grade read science social studies highlight main ideas, take notes, construct reports. Overall neither (students disabilities) deemed “highly proficient” employment learning p. 147). lacked how effectively organize, classify, label ideas. In addition, also experienced trouble selecting within connected Skills critical include setting, planning, sentence development, editing. Hayes Flower (1987) asserted directed. deconstructed reveal goals hierarchal nature generated creation, revision. planning stage must have subject at hand, but fits “situation audience” (Hayes Flower, 21). Graham Harris reiterated importance revising skilled commonly employ these behaviors while less routinely when Students frequently exhibit area (De La Paz, 1999; Harris; Guzel-Ozmen, 2006; Lane 2009; Schumaker These manifest themselves myriad ways accessing knowledge, construction, Deshler 1986; Harris, 2003; Hallenbeck, Graham, Mason, attempt identify components been effective, Gersten Baker (2001) conducted meta-analysis 13 purported comprehensive incorporate following: (a) explicit teaching each step process, (b) different genres, (c) delivery feedback teachers peers (Gersten Baker). cautioned efficient instruction, numerous learners mastery skill, immediate feedback. (1986) designed series aspects pre-test students’ skill description strategy, modeling practice, (d) selfprompting (e) post-test, (f) generalization skills. Writing embody combinations aforementioned elements yielded favorable problems, behavior disorders, Asperger’s Disorder, attention deficit hyperactivity disorder Delano, 2007; Englert, Raphael, Anderson, 1992; 2003, extensively explored often required express information classroom discussions, writing, taking tests (Schumaker Deshler); however, Essay 211 there dearth documented promoting