JOURNAL ARTICLE

Using Response Prompting, Frames, and Technology to Teach Rural Students With Extensive Support Needs to Write About Stories.

  • Published In: Journal of Special Education Technology, 2025, v. 40, n. 2. P. 183 1 of 3

  • Database: Education Source Ultimate 2 of 3

  • Authored By: Pennington, Robert C.; Pinczynski, Monique; Masud, Andy; Saunders, Alicia; Stanley, Melissa 3 of 3

Abstract

This article evaluates the effectiveness of a multicomponent writing intervention package—comprising response prompting, sentence frames, and selection-based writing software—on improving narrative writing about read-aloud texts for three rural elementary students with intellectual or developmental disabilities (IDD) and complex support needs (CSN). Implemented by an experienced rural special education teacher, the intervention led to increased numbers of correctly constructed sentences across all participants, with maintenance of skills observed in two students. The study highlights the potential of such technology-supported, structured writing instruction in under-resourced rural settings, while noting limitations including a small sample size, lack of social validity data, and the need for further research on intervention scalability and comprehension-writing interactions.

Additional Information

  • Source:Journal of Special Education Technology. 2025/06, Vol. 40, Issue 2, p183
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:01626434
  • DOI:10.1177/01626434241270615
  • Accession Number:184107565
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