Effects of Planning Instruction on a Young Writer with Asperger Syndrome

Autor/inn/en	Asaro, Kristie; Saddler, Bruce
Titel	Effects of Planning Instruction on a Young Writer with Asperger Syndrome
Quelle	In: Intervention in School and Clinic, 44 (2009) 5, S.268-275 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451208330895
Schlagwörter	Intervention; Asperger Syndrome; Learning Disabilities; Teaching Methods; Educational Planning; Writing Strategies; Writing Instruction; Metacognition; Models; Writing Improvement; Scaffolding (Teaching Technique); Grade 4; Instructional Effectiveness; Elementary School Students + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsplanung; Schreibtechnik; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg
Abstract	One validated model for teaching strategies to less skilled writers is the self-regulated strategy development (SRSD) approach. This method has been used to successfully improve the writing of children with learning disabilities and has recently been extended to students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder. Although SRSD has not been used to teach strategies to children with AS, the authors believed that the organization and scaffolding provided within the SRSD framework might be beneficial to these children because of their need for structure and clear, literal directions. The focus of the project presented in this article was to determine the effectiveness of a planning and self-regulation strategy utilizing the SRSD approach on the story writing of a child with AS. A description of the student who participated, along with the instructional intervention that was used, follows so that practitioners may replicate the intervention with children who present similar characteristics. (Contains 2 figures.) (ERIC).
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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10