The purpose of this investigation was to examine the effects of a planning and self-regulation strategy on the story writing ability of young children with Autism Spectrum Disorders (ASD). In this single-subject study, three children with ASD in second and fourth grades were given an intervention in planning and story writing utilizing the Self-Regulated Strategy Development (SRSD) approach. After receiving the intervention, all three students improved their story writing in terms of length, number of story elements, and holistic quality. The positive effects also transferred to a non-instructed genre of narrative writing. Results suggest that the SRSD approach might be beneficial in improving the writing skills of second and fourth grade students with ASD.The male was repeating second grade and received speech/language services for expressive language skills. ... were written based on a picture prompt In addition to writing stories, students were also asked to write a personal narrative, bothanbsp;...
|Title||:||The Effects of Planning Instruction and Self-regulation Training on the Writing Performance of Young Writers with Autism Spectrum Disorders|
|Publisher||:||ProQuest - 2008|