Objective: This investigation aimed to determine the effectiveness of intervention using graphic organizers on higher-level language (HHL) skills in adolescent participants identified as having language-learning disabilities (LLD). Since HHL encompasses an array of skills, the investigation focused on comprehension and expression of main idea and key supporting details from expository texts. Method: A multiple probe across participants design was implemented. The primary investigator administered self-generated probes. All sessions took place on a teletherapy platform. Four participants aged 11;0 to 13;11 enrolled in the investigation, with three remaining through its completion. Higher-level language probes intermittently and at the same frequency during baseline and maintenance probe conditions. One visual display graphic organizer was used in all intervention sessions. Results: All participants demonstrated improvement from baseline to intervention, with two maintaining criterion accuracy into the maintenance condition. Conclusion: The results support the claim that adolescents with LLD demonstrate improvement in higher-level language skills using graphic organizers.
