Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis
Students with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with d...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-10-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/10/687 |
| _version_ | 1797473637032263680 |
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| author | Randi Karine Bakken Kari-Anne Bottegaard Næss Veerle Garrels Åste Mjelve Hagen |
| author_facet | Randi Karine Bakken Kari-Anne Bottegaard Næss Veerle Garrels Åste Mjelve Hagen |
| author_sort | Randi Karine Bakken |
| collection | DOAJ |
| description | Students with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with disorders of ID aged 4–19 years. We conducted a systematic search of seven databases, ancestral and forward searches of relevant sources, and contacted well-known authors in the field. Fifteen and 10 studies were included in the systematic review and meta-analyses, respectively. The overall results indicate that the participants improved their writing skills, with a large between-case standardized mean difference (BC-SMD) effect on the number of words and sentences written (BC-SMD = 1.22) and on the quality of paragraph and story writing (BC-SMD = 1.39). Students with disorders of ID can benefit from writing interventions, and the study results may provide practitioners with important insight into promising writing instructions and materials. There is a need for high-quality research targeting encoding (i.e., transforming sound into letters) skills for early school-age students with disorders of ID. |
| first_indexed | 2024-03-09T20:19:07Z |
| format | Article |
| id | doaj.art-1911a82b486548cf86c7e7ab76993dc5 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T20:19:07Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-1911a82b486548cf86c7e7ab76993dc52023-11-23T23:51:35ZengMDPI AGEducation Sciences2227-71022022-10-01121068710.3390/educsci12100687Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-AnalysisRandi Karine Bakken0Kari-Anne Bottegaard Næss1Veerle Garrels2Åste Mjelve Hagen3Department of Educational Science, University of South-Eastern Norway, 3603 Kongsberg, NorwayDepartment of Special Needs Education, University of Oslo, 0318 Oslo, NorwayDepartment of Vocational Teacher Education, Oslo Metropolitan University, 0176 Oslo, NorwayDepartment of Special Needs Education, University of Oslo, 0318 Oslo, NorwayStudents with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with disorders of ID aged 4–19 years. We conducted a systematic search of seven databases, ancestral and forward searches of relevant sources, and contacted well-known authors in the field. Fifteen and 10 studies were included in the systematic review and meta-analyses, respectively. The overall results indicate that the participants improved their writing skills, with a large between-case standardized mean difference (BC-SMD) effect on the number of words and sentences written (BC-SMD = 1.22) and on the quality of paragraph and story writing (BC-SMD = 1.39). Students with disorders of ID can benefit from writing interventions, and the study results may provide practitioners with important insight into promising writing instructions and materials. There is a need for high-quality research targeting encoding (i.e., transforming sound into letters) skills for early school-age students with disorders of ID.https://www.mdpi.com/2227-7102/12/10/687intellectual disabilityeffectsingle-subject researchspecial needs educationwriting instructionwritten language |
| spellingShingle | Randi Karine Bakken Kari-Anne Bottegaard Næss Veerle Garrels Åste Mjelve Hagen Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis Education Sciences intellectual disability effect single-subject research special needs education writing instruction written language |
| title | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis |
| title_full | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis |
| title_fullStr | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis |
| title_full_unstemmed | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis |
| title_short | Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis |
| title_sort | single case writing interventions for students with disorders of intellectual development a systematic review and meta analysis |
| topic | intellectual disability effect single-subject research special needs education writing instruction written language |
| url | https://www.mdpi.com/2227-7102/12/10/687 |
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