Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.

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This study investigated a previously undocumented use for Social Stories (Gray, 1994, 2000): preparation for a novel event. Three children With pervasive developmental disorder—not otherWise specified (PDD-NOS) participated in novel activities Within the routine setting of their Weekly speech—language therapy sessions. During intervention, Social Stories Written for the novel activities Were used to prepare the participants for the upcoming events. Independent participation during the novel events Was calculated using event recording of the presence of five different skills Within each session. The effectiveness of the strategy Was documented through a WithdraWal design With counterbalanced presentation of novel events. Results indicated that the use of Social Stories produced a 15% to 30% increase in participation during novel events for all three participants.

The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single-subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention.Writing is a complex metacognitive activity that draws on an individual's knowledge, basic skills, strategies, and ability to coordinate multiple processes. Graham (1997) identified the following four vital areas in the writing process: (1) knowledge of writing and writing topics, (2) skills for producing and crafting text, (3) processes for energizing and motivating participants to write with enthusiasm, and (4) directing thoughts and actions through strategies to achieve writing goals. Scardamalia and Bereiter (1986) also described the cognitive factors that influenced writing. These researchers noted factors such as the speed at which memory is searched, the amount of information stored in shortterm memory, the speed at which information is placed in long-term memory, the number and nature of competing demands for attention, and the efficiency with which the writer can switch attention among competing demands have profound effects on the writing process.Requests for reprints should be sent to