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A Virtual Implementation of the Performance Feedback Writing Fluency Intervention for Students with Disabilities: A Single-Case Design.

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Title: A Virtual Implementation of the Performance Feedback Writing Fluency Intervention for Students with Disabilities: A Single-Case Design.
Authors: Mahony-Atallah, Kristen E. (AUTHOR), McCallum, Elizabeth (AUTHOR), Schmitt, Ara J. (AUTHOR), Chelecki, Cortney L. (AUTHOR), Thomas, J. Daniel (AUTHOR)
Source: Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p980-1002. 23p.
Subjects: Students with disabilities, Written communication, Attention-deficit hyperactivity disorder, Curriculum-based assessment, Experimental design, Response to intervention (Education), Autism, Authentic assessment
Abstract: Students with disabilities, such as ADHD and autism, often struggle in academic areas, including written expression. Performance feedback (PF) is a simple, time-, and resource-efficient strategy which has been used class-wide in general education settings to increase the writing fluency of elementary school students. Unknown is the extent to which PF can be used to improve the writing performance of students with disabilities. The present study used a single-case, multiple-baseline across-participants design to assess the virtual implementation of PF with three second- and third-grade students with disabilities. Two curriculum-based measurement (CBM)-dependent variables included total words written (TWW), a measure of pure writing output, and correct writing sequences (CWS), which also considers writing quality indicators such as spelling, grammar, and syntax. Visual and statistical analysis suggested that one participant's TWW and CWS improved; however, these effects were not replicated across the other participants. Discussion focused on limitations including non-standardized CBM assessment procedures and the existence of increasing baseline performance trends for two participants, as well as implications and directions for future research. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Virtual Implementation of the Performance Feedback Writing Fluency Intervention for Students with Disabilities: A Single-Case Design.
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  Data: <searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum-based+assessment%22">Curriculum-based assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+intervention+%28Education%29%22">Response to intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+assessment%22">Authentic assessment</searchLink>
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  Data: Students with disabilities, such as ADHD and autism, often struggle in academic areas, including written expression. Performance feedback (PF) is a simple, time-, and resource-efficient strategy which has been used class-wide in general education settings to increase the writing fluency of elementary school students. Unknown is the extent to which PF can be used to improve the writing performance of students with disabilities. The present study used a single-case, multiple-baseline across-participants design to assess the virtual implementation of PF with three second- and third-grade students with disabilities. Two curriculum-based measurement (CBM)-dependent variables included total words written (TWW), a measure of pure writing output, and correct writing sequences (CWS), which also considers writing quality indicators such as spelling, grammar, and syntax. Visual and statistical analysis suggested that one participant's TWW and CWS improved; however, these effects were not replicated across the other participants. Discussion focused on limitations including non-standardized CBM assessment procedures and the existence of increasing baseline performance trends for two participants, as well as implications and directions for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-025-09599-3
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              Text: Jun2026
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