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Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion

Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion. May 13, 2011 Min-Chi Yan. Reviewed Article.

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Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion

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  1. Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion May 13, 2011 Min-Chi Yan

  2. Reviewed Article • Delano, M. E. (2007). Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258.

  3. Background • Asperger Syndrome (AS) =High–Functioning Autism (HFA) • Characteristics • Impairments in Social Relationships and Communication • Restrictive, Repetitive Patterns of Behavior and Interest • Fields of Interests • Psychiatry and Psychology • Special Education

  4. Academic Needs • Academic Settings • (33%) General education classrooms • Challenges • Academic problems • Learning disabilities • Organizational difficulties • Inflexibilities • Literal thinking style

  5. Purpose • Evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction • Why centers on Writing Skills? • Academic Success • No Child Left Behind (NCLB; 2001) • Later Job Performance

  6. SRSD Model • An Evidence-Based Writing Intervention for Individuals with Learning Disabilities (LD) • Writing Strategies • Self-Regulation Procedures • Improvement in Quantity and Quality of Writing

  7. SRSD Model: 6 Stages

  8. SRSD Model • SRSD for Students with AS • Provide Explicit Strategies for Success • Address Motivation and Perception of the Student’s Ability to Meet Task Demands

  9. Participants • 1 Student Participant • 12-year-old, 6th grader with AS • Scored 110 (Asperger Syndrome Diagnostic Scale) • Average Intelligence • Writing difficulties • Limited keyboarding skills • Special Education Classroom (Language Art and Math) • General Education Classroom (Content Area and Elective classes)

  10. Setting • A conference room near the researcher’s office

  11. Design • Single-Subject Design • Multiple baseline design across responses • Action words • Describing words • Revisions

  12. Procedures • Preference Interview • Picture-writing prompts • Baseline • Strategy Training→ Post-training Story Probe • Strategy 1: Action words • Strategy 2: Describing words • Strategy 3: Revisions • Follow-Up Probe • 2 weeks after the last post-instruction probe

  13. Example of Picture-Writing Prompt

  14. Example of Revision Ideas

  15. Dependent Measures • Quantitative measures • Total words written • Action words • Describing words • Revisions • Holistic quality scale (1-7) • Overall organization • Word choice • Focus • Elaboration

  16. Reliability and Fidelity • Reliability of Dependent Measures • 100% (writing samples) • 100% (total word written and revisions) • 83%-100% (action words) • 80%-100% (describing words) • 80%-100% (quality) • Fidelity of Treatment Implementation • 100%

  17. Student Performance

  18. Results of Dependent Measures • Baseline: short sentences; no more than 11 words; 1-2 action words; no describing words; no revisions • Following Strategy 1: 26 words; 6.7 action words; no describing words; no revisions • Following Strategy 2: 47 words; 7.0 action words; 6.3 describing words; no revisions • Following Strategy 3: 84 words, 13.6 action words; 7.6 describing words; 3 revisions

  19. Results of Writing Quality • Baseline: 1 • Following Strategy 1: 2.6 • Following Strategy 2: 3.6 • Following Strategy 3: 5.0

  20. Important BIG Ideas • The SRSD intervention can potentially produce positive changes in both quantity and quality of writing for students with AS. • More focused intervention (Strategy 3) is recommended in SRSD for students with AS to improve their overall writing quality.

  21. Some Questions to Consider • Will SRSD still be feasible if • the picture-writing prompt is not used? • there is more than 1 participant? • it is implemented in a natural environment (e.g., general education classrooms)? • it is integrated into regular writing sessions with other students with different academic needs?

  22. Some Questions to Consider • How can we make SRSD be more effective in maintaining gained writing skills for students with AS? • Natural agents (e.g., typical teachers) • Peers of students with AS • Parents/families of students with AS

  23. ~The End~

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