Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis

• Published in: Education sciences Vol. 12; no. 10; p. 687
• Main Authors: Bakken, Randi Karine, Næss, Kari-Anne Bottegaard, Garrels, Veerle, Hagen, Åste Mjelve
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.10.2022
• 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
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci12100687

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.