The Effect of the PESTS Strategy on the Writing Performance of a 11-Year-Old Girl with Reading and Writing Disorder and Major Depressive Disorder: A Single-Case Study in a Multiple-Baseline Design
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| Title: | The Effect of the PESTS Strategy on the Writing Performance of a 11-Year-Old Girl with Reading and Writing Disorder and Major Depressive Disorder: A Single-Case Study in a Multiple-Baseline Design |
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| Language: | English |
| Authors: | Noan Bräuer |
| Source: | Insights into Learning Disabilities. 2025 22(2):161-169. |
| Availability: | Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Writing Achievement, Mnemonics, Elementary School Students, Grade 5, Depression (Psychology), Comorbidity, Reading Difficulties, Writing Difficulties, German, Foreign Countries, Learning Disabilities, Dyslexia, Spelling |
| Geographic Terms: | Germany |
| ISSN: | 1949-1212 |
| Abstract: | This single-case study evaluated the effect of the mnemonic PESTS strategy on the spelling performance of a 11-year-old fifth-grade student diagnosed with a major depressive disorder and a comorbid reading and writing disorder. A multiple-baseline design involving three word sets and 10 measurements was conducted. Each set comprised five difficult German words that she had to learn during the intervention phase. The number of correctly written words in a dictation conducted on each survey day was defined as the dependent variable. In the baseline phase, the participant was unable to pronounce more than two of the fifteen words correctly. This pattern gradually improved following the commencement of the intervention, culminating in all words being spelled correctly during the final two sessions. Considering this result, it is expected that the method was highly effective for the participant under the described conditions. Nevertheless, further replications and evaluations of the generalizability of the effect are recommended. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490247 |
| Database: | ERIC |
| Abstract: | This single-case study evaluated the effect of the mnemonic PESTS strategy on the spelling performance of a 11-year-old fifth-grade student diagnosed with a major depressive disorder and a comorbid reading and writing disorder. A multiple-baseline design involving three word sets and 10 measurements was conducted. Each set comprised five difficult German words that she had to learn during the intervention phase. The number of correctly written words in a dictation conducted on each survey day was defined as the dependent variable. In the baseline phase, the participant was unable to pronounce more than two of the fifteen words correctly. This pattern gradually improved following the commencement of the intervention, culminating in all words being spelled correctly during the final two sessions. Considering this result, it is expected that the method was highly effective for the participant under the described conditions. Nevertheless, further replications and evaluations of the generalizability of the effect are recommended. |
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| ISSN: | 1949-1212 |
