title: Improving cover-letter writing skills of individuals with intellectual disabilities.
abstract: We evaluated a multicomponent intervention for improving the cover-letter writing skills of individuals with intellectual disabilities. An intervention that included modeling, self-monitoring, prompting, and feedback increased correct performance for all participants. In addition, the skill was demonstrated across audiences.
authors.affiliation: UNIVERSITY OF LOUISVILLE.
authors.forename: Robert
authors.initials: R
authors.lastname: Pennington
authors.forename: Monica
authors.initials: M
authors.lastname: Delano
authors.forename: Renee
authors.initials: R
authors.lastname: Scott
mesh_terms: D030141:Feedback, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000503:physiopathology / Q000523:psychology / Q000534:rehabilitation; D008297:Male; D012073:Remedial Teaching / Q000379:methods*; D012660:Semantics; D014956:Writing; D055815:Young Adult
keywords: autism; employment; intellectual disabilities; prompting; writing instruction