Abstract
Many students experience difficulty in acquiring basic writing skills and educators need to efficiently address those deficits by implementing an intervention with a high likelihood for success. The current article demonstrates the utility of using a brief experimental analysis (BEA) to identify a letter-formation intervention for a second-grade student with handwriting difficulties. The results suggested that the BEA led to differentiated results for letter formation interventions, and the identified intervention was implemented for 8 weeks with moderate effectiveness. Suggestions for future research are included.
Original language | English (US) |
---|---|
Pages (from-to) | 20-34 |
Number of pages | 15 |
Journal | Journal of Behavioral Education |
Volume | 18 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2009 |
Keywords
- Brief experimental analysis
- Writing intervention