The Effects of Remote Timed Practice and Instructional Feedback on the Writing Fluency of Adolescents With Intellectual and Developmental Disabilities

Students who require support to write sentences fluently may also have difficulties developing advanced writing skills. Adolescents with intellectual and developmental disabilities typically struggle to develop skills related to writing and receive minimal instructional time related to writing fluency, particularly in the context of typing. The present study investigated a supplemental remote writing intervention delivered through typed responding that consisted of timed practice and instructor feedback on the performance of three adolescents with intellectual and developmental disabilities using a multiple-probe across-participants design. Results suggest increases in the total words written and correct writing sequences across participants occurred following the intervention. Participants made gains relative to norms for writing performance. However, the patterns of improvement across participants were not consistent with a functional relation, and the gains were not sustained during maintenance. Future work is needed to match appropriately intensive interventions with students.