[article] 
inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721

Titre :	Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome
Type de document :	Texte imprimé et/ou numérique
Auteurs :	L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur
Année de publication :	2018
Article en page(s) :	p.708-721
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorders  College  Learning strategy  Writing
Index. décimale :	PER Périodiques
Résumé :	Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
En ligne :	https://doi.org/10.1007/s10803-017-3170-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

[article] Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome [Texte imprimé et/ou numérique] / L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur . - 2018 . - p.708-721.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721

Mots-clés :	Autism spectrum disorders  College  Learning strategy  Writing
Index. décimale :	PER Périodiques
Résumé :	Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
En ligne :	https://doi.org/10.1007/s10803-017-3170-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338