Exploring the Feasibility of Sketch and Speak Intervention in a Small Group Setting

Abstract

Abstract In this feasibility study, we sought to explore how the Sketch and Speak intervention could be provided in a small group setting with a focus on main ideas and details to better mimic “real world” services provided in schools. Two fifth-grade participants completed eight sessions of intervention and pre-/posttesting over 5 weeks. In intervention, the group identified main ideas and details for each paragraph, independently took notes on their own note form, and orally practiced sentences as a group (choral responding). Cheyenne, who had a language disorder, improved her performance in note quality and had a substantially more meaningful oral report with improved quality at posttest. Waylon, who had no known language disabilities, had the most meaningful changes in performance on the systematic analysis of language transcription expository task at posttest. This study demonstrates the potential feasibility of incorporating instruction on main ideas and supporting details into a small group delivery of Sketch and Speak intervention. Choral (group) responses provided the same number of oral practice opportunities for each student without downtime for any student and allowed for indirect models of complete sentences through peer and instructor participation.