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.)