Literaturnachweis - Detailanzeige
Autor/inn/en | Marble-Flint, Karissa J.; Brown, Baylee L. |
---|---|
Titel | Self-Regulated Strategy Development for Writing: Case Study of a Female with Autism Spectrum Disorder |
Quelle | In: Communication Disorders Quarterly, 44 (2023) 2, S.127-132 (6 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Marble-Flint, Karissa J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1525-7401 |
DOI | 10.1177/15257401221077209 |
Schlagwörter | Students with Disabilities; Autism Spectrum Disorders; Females; Writing Strategies; Grade 5; Elementary School Students; Writing Instruction; Self Management; Program Effectiveness; Allied Health Personnel; Speech Language Pathology; Intervention; Writing Skills |
Abstract | An 11-year-old U.S. 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 speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |