Reducing Syntactic Errors in Written Responses of a Retarded Adolescent Through Oral Patterning

To demonstrate a self-patterning, self-correcting paradigm for transfer from speech to writing, a F S (age = 14, IQ = 62), whose writing exhibited lack of syntactic form & logical sequencing but who achieved perfect scores on L. Lee's Northwestern Syntax Screening Test, expressive form, Carrow Elicited Language Inventory, & the Spencer Memory for Sentence Survey, was tested using an ABACA design during 5-day instructional phases: baseline, teacher instruction, replicated baseline, oral patterning, & baseline check. Results revealed error reduction from 26% (mean response = 50 words) in phase 1 to 1% (mean response = 62 words) in phase 5. 1 Figure. I. Kocher