Abstract
The authors of this study examined a virtually delivered multimedia expository writing strategy via a single case multiple-baseline across participants design with three college students enrolled in a postsecondary program for students with intellectual and developmental disabilities. Participants responded to expository essay prompts at the beginning of each virtual session. Two raters evaluated all baseline, intervention, and maintenance essay responses with a strategy rubric. Virtual one-to-one strategy instruction consisted of 45-min ZOOM sessions with live instruction and multimedia (e.g., animated videos, visual cues) content. Two out of three participants successfully applied strategy steps to construct and revise essay prompt responses.
Keywords:
- technology
- postsecondary
- developmental disabilities
- writing strategy
How to Cite:
Woods-Groves, S., , M., , B., , K., , C., , T., , M., , B., , K., , C., , T. & Woods-Groves, S.,
(2024) “A Preliminary Investigation of a Virtually Delivered Multimedia Essay Writing Strategy with College Students with Developmental Disabilities: Virtual Writing Strategy College Students With DD”,
Journal of Inclusive Postsecondary Education 6(1).
doi: https://doi.org/10.13021/jipe.2024.3541