ERIC Number: EJ1155956
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
An Intervention Strategy for Teaching a Student with ASD to Write Sentences in Response to Prompts
Price, Johanna R.; Lacey, Emily A.; Weaver, Virginia L.; Ogletree, Billy T.
Reading & Writing Quarterly, v33 n5 p449-464 2017
Students with high-functioning autism spectrum disorder (HFASD) may have difficulties with writing despite average or above-average intellectual ability. We designed an intervention strategy (Draw, Sentence, Detail, Check) to improve the ability of an 8-year-old with HFASD to write elaborated sentences in response to written prompts. We investigated the effectiveness of the strategy using a single-subject A-B-A design. Results indicated that the student's written responses were longer and contained more details after the treatment and that gains were maintained 10 weeks later. Here we consider the intervention strategy and findings from a social cognitive perspective. We discuss theoretical and instructional implications as well as suggestions for future research.
Descriptors: Intervention, Sentences, Sentence Structure, Cues, Pervasive Developmental Disorders, Autism, Severe Disabilities, Writing Improvement, Writing Achievement, Writing Ability, Achievement Gains, Social Cognition, Grade 2, Pretests Posttests, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Authoring Institution: N/A
Grant or Contract Numbers: N/A