[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-600823-en":59,"doc-seo-600823-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},600823,5909893218464,"dhado","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities","Study investigates an electronic editing strategy designed to strengthen effective proofreading skills—both mechanics and substantive revisions—inside digital texts. An experimental pretest–posttest group design with random assignment was used with 15 college students who have intellectual and developmental disabilities. Results show a significant positive difference for the EDIT Strategy instruction group versus a non-intervention group for corrected editing errors in posttest and 5- and 12-week maintenance phases, supporting improved editing performance.","Education and Training in Autism and Developmental Disabilities, 2017, 52(4), 422 –436  \n© Division on Autism and Developmental Disabilities  \nEfficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities  \nSuzanne Woods-Grovesand Youjia Hua University of Iowa  \nJeremy W. Ford Boise State University  \nKatelyn M. Neil  \nUniversity of Iowa  \nAbstract: In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 12-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.  \nOver the past decade there has been an everincreasing emergence of postsecondary educational programs for students with intellectual and developmental disabilities (IDD) within the United States. In 2011 nationwide enrollment in postsecondary programs for students with IDD included approximately 44% of young adults with autism and 29% with an intellectual disability (Newman et al., 2011) . Currently, there are more than 260 diverse programs located at community colleges and four-year universities (Think College Program Database, 2016) . The reauthorization of the Higher Education Opportunities Act (2008) provides financial support (e.g., Pell grants) for college students with IDD who qualify. In 2010, the federal government provided fur  \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. Correspondence concerning this article should be addressed to Suzanne WoodsGroves, Department of Teaching and Learning, 246 Lindquist Center North, University of Iowa, Iowa City, IA. E-mail: [suzanne-woods-groves@uiowa.edu](suzanne-woods-groves@uiowa.edu)  \nther support through the funding ofthe Transition Postsecondary Program for Students with Intellectual Disability (TPSID) model demonstration program grants. This funding supported 27 pilot postsecondary education programs and the development of a national coordinating center (Grigal et al., 2015) .  \nThe overall mission and objectives of various postsecondary programs that serve students with IDD differ across programs andinstitutions. However, one common trend is emerging with regard to student access to academic instruction. All postsecondary students with IDD received academic instruction according to the TPSID Annual Report 2013– 2014. Specifically, 52% of the students at  \ntended specialized academic courses and 48% attended inclusive academic courses in their respective postsecondary programs (Grigal et al., 2015, p. 2) .  \nAs postsecondary programs expand, new opportunities emerge to explore students’personal academic strengths and areas of need as they exit their high school programs and enter postsecondary environments. As a result, this has bolstered an important paradigm shift from the implementation of functional skills program planning to a focus on  \n422 / Education and Training in Autism and Developmental Disabilities-December 2017  \nacademic skills instruction for postsecondary students with IDD (Woods-Groves et al., 2014; Woods-Groves et al., 2015) . This has created an impetus for the development of effective academic programming for young ","cbCaijbW3lZdLa1N","https://ap.wps.com/l/cbCaijbW3lZdLa1N","pdf",842055,15,"English","en",105,"# Abstract and Study Design\n# Background: Postsecondary Programs for Students with IDD\n# Rationale: Academic Skills and Written Expression\n# Writing Process and Instructional Need","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study evaluates whether an electronic editing strategy can develop effective proofreading skills (mechanics and substantive revisions) using an experimental pre- and posttest approach.\"},{\"question\":\"How were participants assigned and how many participated?\",\"answer\":\"Fifteen college students with intellectual and developmental disabilities participated, using an experimental pretest–posttest design with random assignment.\"},{\"question\":\"What were the key findings about the EDIT Strategy?\",\"answer\":\"The EDIT Strategy instruction group showed significant improvements over a non-intervention group in the total number and type of editing errors corrected, including posttest and 5- and 12-week maintenance phases.\"}]","Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities | PDF",1792091451,38,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"efficacy-of-an-electronic-editing-strategy-with-college-students-with-intellectual-and-developmental-disabilities","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/efficacy-of-an-electronic-editing-strategy-with-college-students-with-intellectual-and-developmental-disabilities/600823/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/efficacy-of-an-electronic-editing-strategy-with-college-students-with-intellectual-and-developmental-disabilities/600823.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":39},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the main purpose of the study?","Question",{"text":129,"@type":130},"The study evaluates whether an electronic editing strategy can develop effective proofreading skills (mechanics and substantive revisions) using an experimental pre- and posttest approach.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How were participants assigned and how many participated?",{"text":134,"@type":130},"Fifteen college students with intellectual and developmental disabilities participated, using an experimental pretest–posttest design with random assignment.",{"name":136,"@type":127,"acceptedAnswer":137},"What were the key findings about the EDIT Strategy?",{"text":138,"@type":130},"The EDIT Strategy instruction group showed significant improvements over a non-intervention group in the total number and type of editing errors corrected, including posttest and 5- and 12-week maintenance phases.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792191445]