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dc.contributor.authorMarble-Flint, Karissa J.
dc.contributor.authorBrown, Baylee L.
dc.date.accessioned2022-03-24T21:20:35Z
dc.date.available2022-03-24T21:20:35Z
dc.date.issued2022-03-02
dc.identifier.citationMarble-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/10.1177/15257401221077209en_US
dc.identifier.issn1525-7401
dc.identifier.issn1538-4837
dc.identifier.urihttps://doi.org/10.1177/15257401221077209
dc.identifier.urihttps://soar.wichita.edu/handle/10057/22759
dc.descriptionClick on the DOI to access this article (may not be free).en_US
dc.description.abstractAn 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.en_US
dc.language.isoen_USen_US
dc.publisherSAGE Journalsen_US
dc.subjectWriting assessment/problemsen_US
dc.subjectLiteracyen_US
dc.subjectAutismen_US
dc.subjectOther pervasive developmental disordersen_US
dc.subjectExceptionalitiesen_US
dc.subjectCase studiesen_US
dc.subjectElementary school-ageen_US
dc.titleSelf-regulated strategy development for writing: A case study of a female with autism spectrum disorderen_US
dc.typeArticleen_US
dc.rights.holder© Hammill Institute on Disabilities 2022en_US


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