Teaching address writing skill to students with developmental disabilities using adapted cognitive strategy package

In the present study, the effectiveness of applied T-M-S-N-I-I (investigate the table-write the name of district-write the name of street-write the number of the house-write the county-write the city) cognitive strategy package which was applied for teaching writing home address to individuals with developmental disabilities was examined. Besides, maintenance of the acquired skills after the training was completed, generalization of the skill to different setting and individuals by the participants and collecting social validity data regarding the opinions of parents of the participants were also targeted in the study. Participant group of the study included three students with developmental disabilities who were enrolled to a primary school and aged 9-10 years old. The study was conducted using the multiple probe design with probe conditions which is one of the single-subject research designs. The results of the study revealed that all participants learned to write their home addresses independently and continued to write the addresses five, ten and fifteen days after the training was completed. Participants also generalized the acquired skill to different people and materials in the post-office in the city center. Social validity of the study was evaluated by subjective evaluation and also by social comparison. The subjective evaluation results which were collected from the parents of the participants showed that parents had a positive point of view about the study and the results of the social comparison revealed that participants of the study could write their home addresses with the same level of their typically developing peers.