TITLE

Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome

AUTHOR(S)
Delano, Monica E.
PUB. DATE
December 2007
SOURCE
Focus on Autism & Other Developmental Disabilities;Winter2007, Vol. 22 Issue 4, p252
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple base-line design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples.
ACCESSION #
28407476

 

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