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Autor/inn/enMarble-Flint, Karissa J.; Brown, Baylee L.
TitelSelf-Regulated Strategy Development for Writing: Case Study of a Female with Autism Spectrum Disorder
QuelleIn: Communication Disorders Quarterly, 44 (2023) 2, S.127-132 (6 Seiten)
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ZusatzinformationORCID (Marble-Flint, Karissa J.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1525-7401
DOI10.1177/15257401221077209
SchlagwörterStudents 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
AbstractAn 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).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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