Purpose: This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, "Story Champs" (Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method: Four second-grade, 8- to 9-year-old boys with SLI…

This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and…

This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the…

The National Assessment of Educational Progress found that only 25% of 4th, 8th, and 12th grade students were at grade-level writing proficiency (Greenwald et al. 1999). Insufficient writing skill is a major contributor to lack of school and college success. The current study evaluated a modification of "Quickwrite" (Maloney 1998), a strategic…

The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either externalizing or internalizing behavior patterns were identified for participation using schoolwide data. Students…