Mobile-Based Persuasive Writing for Students With Emotional Disabilities

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Spotlight on Practice: Content Instruction for Students With Disabilities

Abstract

This study used a single-subject, multiple-baseline across participants design to replicate and extend previous research on the functional relation between the use of a mobile-based graphic organizer (MBGO) and the persuasive writing performance of four middle school students with emotional and behavioral disorder. The results from the essays demonstrated improvements from baseline to treatment across all participants in all measures: number of words, number of sentences, number of transition words, functional essay elements, coherence, and holistic writing quality. These improvements were indicated by high level change and a high percentage of non-overlapping data which evidenced a functional relation between the intervention and student writing performance. Limitations, implications, and suggestions for future research are discussed.

Author

• Soo Ahn, Shenandoah University