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There is a dearth of discourse-level intervention research available to SLPs serving adolescent students (Peterson et al., 2020). This multiple probe multiple baseline across participants single-case design study investigated the efficacy of Sketch and Speak strategy intervention. Method: Three participants entering ninth grade completed baseline and 12 individual treatment sessions. Primary outcome measures of notes, oral reports, and short answer questions were collected in baseline and as taught and non-taught treatment probes. Pre/post-treatment measures consisted of a SALT expository report and social validity questionnaire. Results: Visual-graphical and statistical analysis showed a treatment effect for taught note quality and oral reports for all three learners. Non-taught notes and oral report probes also showed an impact of treatment. There was no treatment effect for short answer responses, possibly due to methodological issues. The distal measure showed improvements in report organization, inclusion of details, and use of the note form. Participants reported potential of the taught strategies for non-study learning activities. Conclusion: The results of this study support further investigation of Sketch and Speak as a useful strategy intervention for adolescent students. Funding: USDE OSEP Personnel Development Grant |
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