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ERIC Number: EJ1016616
Record Type: Journal
Publication Date: 2014-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2154-1647
Self-Regulated Strategy Development: Effects on Writers with Autism Spectrum Disorders
Asaro-Saddler, Kristie
Education and Training in Autism and Developmental Disabilities, v49 n1 p78-91 Mar 2014
This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the strategy, students' stories included more story elements, were longer, and received higher scores on a holistic scale. In addition, increases in planning time were noted. Results support similar outcomes from Asaro-Saddler and Saddler (2010) and provide further evidence that the SRSD approach can improve the story writing abilities of young students with ASD. This study also extends the findings by demonstrating the special education teachers, rather than trained instructors, can effectively implement the strategy with fidelity.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children
Grant or Contract Numbers: N/A