Difficulties with two critical transcription skills, handwriting and spelling, can hinder acquisition and use of simple sentences during writing for elementary students. This preliminary investigation used a framework of data-based individualization to adapt and study effects of a multi-component intervention designed to teach simple sentence construction. Two adaptations to the intervention included a modified form of cover-copy-compare procedures for spelling difficulties and extended time for handwriting difficulties. Intervention was delivered across two small groups of elementary students at-risk for or with identified learning disabilities. All students showed gains in simple sentence construction; however, results must be viewed with caution given high variability for some students in performance and several design limitations.