[article]
| Titre : |
Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Monica E. DELANO, Auteur |
| Année de publication : |
2007 |
| Article en page(s) : |
p.252-258 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
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 baseline 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. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040701 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 |
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258
[article] Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome [Texte imprimé et/ou numérique] / Monica E. DELANO, Auteur . - 2007 . - p.252-258. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258
| Index. décimale : |
PER Périodiques |
| Résumé : |
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 baseline 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. |
| En ligne : |
http://dx.doi.org/10.1177/10883576070220040701 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 |
|
Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)
