Effects of Writing Interventions for Students with Learning Disabilities: Synthesis of Single Subject Studies
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Psychology and Special Education
Date of Award
Spring 2014
Abstract
One of the most common forms of learning disability is dysgraphia. Dysgraphia can be treated through evidence-based practices (EBPs), which include self-regulated strategy development (SRSD) writing interventions. This meta-synthesis studied the effectiveness of SRSD in improving the social interaction and the academic performance of children with dysgraphia in all stages of the intervention, follow-up, and generalization. It discusses SRSD for students with dysgraphia and single-subject research and its related analytical methods because this knowledge can help teachers conduct their own single-subject research in the future, and it can also help them choose EBP single-subject research. Social validity, inter-rater reliability, and treatment integrity of every study were examined. Several chosen studies were coded to ascertain the information essential to evaluating significant variables in each study, as well as the level of quality. The percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) studied the effectiveness of the intervention for all subjects, settings, and types of SRSD writing interventions.
Advisor
Brittany Hott
Subject Categories
Education | Special Education and Teaching
Recommended Citation
Alharbi, Areej H., "Effects of Writing Interventions for Students with Learning Disabilities: Synthesis of Single Subject Studies" (2014). Electronic Theses & Dissertations. 552.
https://digitalcommons.tamuc.edu/etd/552
