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...

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Bibliographic Details
Published in:Education sciences 2022-10, Vol.12 (10), p.687
Main Authors: Bakken, Randi Karine, Næss, Kari-Anne Bottegaard, Garrels, Veerle, Hagen, Åste Mjelve
Format: Article
Language:English
Subjects:
Autism
Cognition & reasoning
Cognitive ability
Cognitive development
Control Groups
Disorders
Education
effect
Intellectual development
Intellectual disabilities
intellectual disability
Knowledge
Linguistics
Meta-analysis
Phonology
Research design
single-subject research
special needs education
Student writing
Systematic review
Thinking Skills
Writing
Writing instruction
Writing Skills
written language
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Summary: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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12100687