Case study: The development of an intervention to improve the written expression of a student diagnosed with verbal dyspraxia

Abstract

This article describes the development of an intervention for Rory, a thirteen year old male student diagnosed with verbal dyspraxia. The intervention took place in a secondary classroom. The stages in which the consultant to the classroom engaged in the development and delivery of a short‐term intervention are presented. The intervention involved the use of visual cues as a scaffold to writing and the provision of immediate feedback through conferencing. The student was also encouraged to use self monitoring. The aim of the intervention was to improve writing skills, demonstrated by increased sentence length and complexity. Significant progress was made by the student during the trial of the intervention. The process used by the consultant ‐ examining the situation and developing an intervention to specifically match the need of the student, has the potential to provide a model for those engaged in the development of responsive intervention in inclusive settings.