A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.

多探针设计用于调查三名残疾和书写困难的中学生的计划和有说服力的段落写作。干预措施包括说服性写作中的一对一明确指示，以及基于技术的图形组织器（TBGO）的使用以及嵌入式策略和支持。因变量包括句子数量和整体写作质量。结果好坏参半。最初诊断为学习障碍的两个青少年在使用TBGO时提高了写作表现，并在移除TBGO时保持高于基线水平。另一名被诊断患有自闭症的参与者表现出其写作数量和质量的适度变化。学生们对TBGO表示了积极的看法，表明其在社会上是有效的干预措施。