Abstract

Writing is important for students’ success in school and for college and career readiness. With the introduction of the Common Core State Standards in the United States, there has been an increased focus on writing skills to meet these standards. For children receiving special education services, this can be challenging. One approach that has been effective with children with language-learning disabilities is the stickwriting approach. Stickwriting involves creating simple drawings to help children plan their writing. However, there is limited research available related to stickwriting and children with social communication challenges. The purpose of this case study project was to describe the use of the sitckwriting approach for two children with social communication challenges. Both students attended one-hour sessions, once a week, for ten weeks at a university speech-language clinic. They first read a story, and then wrote bulleted notes or paragraphs in each session. Participants’ bulleted notes were rated using a 3 to 0 scale that measured form and content. Overall, the results demonstrated the intervention was effective for these two students in the form-related aspects of notetaking. Future research directions are provided.

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0019
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK