Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion May 13, 2011 Min-Chi Yan
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Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion
May 13, 2011 Min-Chi Yan
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.
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
Academic Needs
Academic Settings (33%) General education classrooms
Challenges Academic problems Learning disabilities Organizational difficulties Inflexibilities Literal thinking style
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
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
SRSD Model: 6 Stages
Independent Performance
Support SRSD
Memorize SRSD
Model SRSD
Discuss SRSD
Develop and Activate Background
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
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)
Setting
A conference room near the researcher’s office
Design
Single-Subject Design Multiple baseline design across responses
Action words Describing words Revisions
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
Example of Picture-Writing Prompt
Example of Revision Ideas
Dependent Measures
Quantitative measures Total words written Action words Describing words Revisions Holistic quality scale (1-7)
Overall organization Word choice Focus Elaboration
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%
Student Performance
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
Results of Writing Quality
Baseline: 1
Following Strategy 1: 2.6
Following Strategy 2: 3.6
Following Strategy 3: 5.0
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.
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?
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
~The End~
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