NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110902
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0271-8294
Writing Instruction and Self-Regulation for Students with Autism Spectrum Disorders: A Systematic Review of the Literature
Asaro-Saddler, Kristie
Topics in Language Disorders, v36 n3 p266-283 Jul-Sep 2016
Children with autism spectrum disorders (ASDs) may struggle to self-regulate their learning, and such difficulty may be especially notable in the area of written expression. One intervention that has explored self-regulation in writing is the self-regulated strategy development (SRSD) approach. In this article, a review of the research using SRSD to teach children with ASD to write is conducted. Investigation yielded 11 studies including 27 participants with ASD. Results of the review indicated that students with ASD taught using an SRSD approach can improve their overall quality of writing, their discourse elements (e.g., persuasive or story) utilized, and the length of their products. Self-regulatory abilities, such as self-monitoring and planning, were also noted to improve. Suggestions for practice and future research are provided.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A