Using Explicit Instruction and Frequency Building to a Performance Criterion to Teach Writing to College Students with Disabilities

Alyssa McElroy

Proficient writing skills are critical for academic, vocational, and social outcomes for individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). However, many individuals struggle to develop proficient writing repertoires. This study, presented at the 2023 Michigan Autism Conference, sought to teach eight autistic college students to write four types of persuasive sentences using a modified explicit instruction program and frequency building to a performance criterion sessions. Five of the eight participants met criteria for all four sentence types and demonstrated maintenance of skills during follow-up sessions.

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