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Enhancing Writing Skills for Students with Asperger Syndrome Through Self-Regulated Strategy Development

Explore the effectiveness of Self-Regulated Strategy Development (SRSD) in improving writing skills for students with Asperger Syndrome, focusing on strategies, implementation, and results. Learn how SRSD intervention can enhance both quantity and quality of writing, with a particular emphasis on tailored, focused interventions. Considerations for implementing SRSD in natural environments and maintaining acquired skills are discussed.

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Enhancing Writing Skills for Students with Asperger Syndrome Through Self-Regulated Strategy Development

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  1. Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion May 13, 2011 Min-Chi Yan

  2. Reviewed Article • Delano, M. E. (2007). Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258.

  3. Background • Asperger Syndrome (AS) =High–Functioning Autism (HFA) • Characteristics • Impairments in Social Relationships and Communication • Restrictive, Repetitive Patterns of Behavior and Interest • Fields of Interests • Psychiatry and Psychology • Special Education

  4. Academic Needs • Academic Settings • (33%) General education classrooms • Challenges • Academic problems • Learning disabilities • Organizational difficulties • Inflexibilities • Literal thinking style

  5. Purpose • Evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction • Why centers on Writing Skills? • Academic Success • No Child Left Behind (NCLB; 2001) • Later Job Performance

  6. SRSD Model • An Evidence-Based Writing Intervention for Individuals with Learning Disabilities (LD) • Writing Strategies • Self-Regulation Procedures • Improvement in Quantity and Quality of Writing

  7. SRSD Model: 6 Stages

  8. SRSD Model • SRSD for Students with AS • Provide Explicit Strategies for Success • Address Motivation and Perception of the Student’s Ability to Meet Task Demands

  9. Participants • 1 Student Participant • 12-year-old, 6th grader with AS • Scored 110 (Asperger Syndrome Diagnostic Scale) • Average Intelligence • Writing difficulties • Limited keyboarding skills • Special Education Classroom (Language Art and Math) • General Education Classroom (Content Area and Elective classes)

  10. Setting • A conference room near the researcher’s office

  11. Design • Single-Subject Design • Multiple baseline design across responses • Action words • Describing words • Revisions

  12. Procedures • Preference Interview • Picture-writing prompts • Baseline • Strategy Training→ Post-training Story Probe • Strategy 1: Action words • Strategy 2: Describing words • Strategy 3: Revisions • Follow-Up Probe • 2 weeks after the last post-instruction probe

  13. Example of Picture-Writing Prompt

  14. Example of Revision Ideas

  15. Dependent Measures • Quantitative measures • Total words written • Action words • Describing words • Revisions • Holistic quality scale (1-7) • Overall organization • Word choice • Focus • Elaboration

  16. Reliability and Fidelity • Reliability of Dependent Measures • 100% (writing samples) • 100% (total word written and revisions) • 83%-100% (action words) • 80%-100% (describing words) • 80%-100% (quality) • Fidelity of Treatment Implementation • 100%

  17. Student Performance

  18. Results of Dependent Measures • Baseline: short sentences; no more than 11 words; 1-2 action words; no describing words; no revisions • Following Strategy 1: 26 words; 6.7 action words; no describing words; no revisions • Following Strategy 2: 47 words; 7.0 action words; 6.3 describing words; no revisions • Following Strategy 3: 84 words, 13.6 action words; 7.6 describing words; 3 revisions

  19. Results of Writing Quality • Baseline: 1 • Following Strategy 1: 2.6 • Following Strategy 2: 3.6 • Following Strategy 3: 5.0

  20. Important BIG Ideas • The SRSD intervention can potentially produce positive changes in both quantity and quality of writing for students with AS. • More focused intervention (Strategy 3) is recommended in SRSD for students with AS to improve their overall writing quality.

  21. Some Questions to Consider • Will SRSD still be feasible if • the picture-writing prompt is not used? • there is more than 1 participant? • it is implemented in a natural environment (e.g., general education classrooms)? • it is integrated into regular writing sessions with other students with different academic needs?

  22. Some Questions to Consider • How can we make SRSD be more effective in maintaining gained writing skills for students with AS? • Natural agents (e.g., typical teachers) • Peers of students with AS • Parents/families of students with AS

  23. ~The End~

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