Self-regulated strategy development for writing: A case study of a female with autism spectrum disorder
Marble-Flint, Karissa J. Brown, Baylee L.
Marble-Flint, Karissa J.
Brown, Baylee L.
Citations
Altmetric:
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2022-03-02
Type
Article
Genre
Keywords
Writing assessment/problems,Literacy,Autism,Other pervasive developmental disorders,Exceptionalities,Case studies,Elementary school-age
Subjects (LCSH)
Citation
Marble-Flint, K. J., & Brown, B. L. (2022). Self-Regulated Strategy Development for Writing: A Case Study of a Female With Autism Spectrum Disorder. Communication Disorders Quarterly. https://doi.org/10.1177/15257401221077209
Abstract
An 11-year-old, fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (pick my idea, organize my notes, and write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide SLPs with a guide for implementing the Self-Regulated Strategy Development (SRSD) approach with their students with ASD and to inform future research.
Table of Contents
Description
Click on the DOI to access this article (may not be free).
Publisher
SAGE Journals
Journal
Book Title
Series
Digital Collection
Finding Aid URL
Use and Reproduction
Archival Collection
PubMed ID
DOI
ISSN
1525-7401
1538-4837
1538-4837