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Sixteen college students with intellectual and developmental disabilities in a two-year postsecondary program received eight 50-minute weekly lessons for eight weeks, using a strategy mnemonic with modeling, guided practice with feedback, and independent practice on desktop PCs and Microsoft Word. Posttests showed a significant improvement for total errors and spelling, punctuation, and content errors; no significant gain appeared for appearance and capitalization. A two-week maintenance probe confirmed higher correction rates in the treatment group.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/efficacy-of-a-computer-based-editing-strategy-with-postsecondary-students-with-intellectual-and-developmental-disabilities/601095/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/efficacy-of-a-computer-based-editing-strategy-with-postsecondary-students-with-intellectual-and-developmental-disabilities/601095.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What research design was used to test the editing strategy?","Question",{"text":62,"@type":63},"The study used a pre-posttest experimental design with random assignment to treatment or control groups.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the computer-based editing strategy taught?",{"text":67,"@type":63},"Students received eight 50-minute lessons once a week for eight weeks, guided by a strategy mnemonic with modeling, guided practice with feedback, and independent practice using desktop PCs and Microsoft Word.",{"name":69,"@type":60,"acceptedAnswer":70},"Which error types improved after instruction and which did not?",{"text":71,"@type":63},"Posttests showed a significant difference favoring the treatment group for total editing errors corrected and for spelling, punctuation, and substance/content errors. 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Hughes  \nPenn State  \nDerek B. Rodgers University of Nebraska-Lincoln  \nKinga Balint-Langel University of Minnesota Duluth  \nSaeed S. Alqahtani Prince Sattam Bin Abdulaziz University  \nKatelyn M. Neil and  \nMichelle Hinzman University of Iowa  \nAbstract: The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2 -year postsecondary program at a Midwestern institute of higher education. Students who were taught the strategy received eight 50-minute lessons once a week for eight weeks. Each strategy lesson was driven by the strategy mnemonic and incorporated an explicit instruction format with modeling, guided practice with feedback, and independent practice. Strategy instruction included students using desktop PCs and Microsoft Word to identify and correct editing errors in electronic passages. Posttests revealed a significant difference in favor of the treatment group for total editing errors corrected and specific error types corrected for spelling, punctuation, and substance. No significant difference was found for overall appearance and capitalization errors. Two weeks following posttest, a maintenance probe revealed that students in the treatment group corrected a significantly higher number of editing errors than those in the control group.  \nOver the last decade there has been an upsurge in the number of postsecondary programs that support college students with intellectual and developmental disabilities (IDD) at institutes of higher education (IHEs) within the United States. Federal government incen  \nThe research reported herein was supported in part by the Office of Postsecondary Education (OPE), U.S. Department of Education, through Grant P407A100030 to The University of Iowa. The opinions expressed are those of the authors and do not represent views of the OPE or the U.S. Department of Education. A portion of work was conducted at the first author’s previous affiliation, University of Iowa.  \nCorrespondence concerning this article should be addressed to Suzanne Woods-Groves, Department of Special Education, Rehabilitation, and Counseling, 2084 Haley Center, Auburn University, Auburn, Alabama [36849. E-mail woodssu@auburn.edu](36849. E-mail woodssu@auburn.edu)  \ntives, such as the Higher Education Opportunity Act (HEOA) 2008 have afforded individuals with IDD improved access to higher education. It has been a decade since the enactment of the HEOA. Today potential college applicants with IDD can apply for federal financial aid along with their college-age peers without disabilities, and students with IDD have a greater number ofIHE programs from which to choose (Grigal et al., 2018, 2017; Smith Lee, 2009) . As the number of IHE programs that support students with IDD increase there is a pressing need to employ effective instructional strategies within these settings. Specifically, there is a need to identify strategies that can empower students with IDD to successfully engage in academic tasks such as writing in digital environments.  \nWriting in the 21st century requires one to have mastery of digital competencies when  \n142 / Education and Training in Autism and Developmental Disabilities-June 2020  \nconstructing and revising written text (DeVosset al., 2010; Hayes & Olinghouse, 2015; Karchmer-Klein, 2013; Lewis, 2000; Regan et al. 2018) . The 2010 Common Core State Standards for English Language Arts & Literacy support the use of technology in the writing process and note that college","cbCainDi7IeOa4ew","https://ap.wps.com/l/cbCainDi7IeOa4ew","pdf",664112,16,"English","# Abstract\n## Research design and participants\n## Intervention and instruction format\n## Posttest outcomes\n## Maintenance probe results","[{\"question\":\"What research design was used to test the editing strategy?\",\"answer\":\"The study used a pre-posttest experimental design with random assignment to treatment or control groups.\"},{\"question\":\"How was the computer-based editing strategy taught?\",\"answer\":\"Students received eight 50-minute lessons once a week for eight weeks, guided by a strategy mnemonic with modeling, guided practice with feedback, and independent practice using desktop PCs and Microsoft Word.\"},{\"question\":\"Which error types improved after instruction and which did not?\",\"answer\":\"Posttests showed a significant difference favoring the treatment group for total editing errors corrected and for spelling, punctuation, and substance/content errors. No significant difference was found for overall appearance and capitalization errors.\"}]","Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities | PDF",1792091971]