Using Self-Regulated Strategy Development with At-Risk Writers with Asperger Syndrome

Authors

• Lindsay M. Booker, University of Nebraska-LincolnFollow

First Advisor

Merilee McCurdy

Date of this Version

4-2013

Document Type

Dissertation

Comments

A dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Psychological Studies in Education (School Psychology), Under the Supervision of Professor Merilee McCurdy. Lincoln, Nebraska: April, 2013

Copyright (c) 2013 Lindsay M. Booker (Lindsay M. Campbell)

Abstract

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) with a population of middle school students with Asperger syndrome (AS). A multiple-baseline design across participants was used to examine the effectiveness of the SRSD instructional intervention on writing skills and self-regulation, attitudes, self-efficacy, and social validity. Each participant was taught SRSD story writing strategies, and wrote stories in response to story prompts during the baseline, instruction, post-instruction, and maintenance phases. Stories were assessed for writing quantity (TWW), writing quality (%CWS), and story completeness (number of story elements). All participants also completed a writing attitude survey, a writing self-efficacy scale, and a social validity measure. Results indicated that SRSD can be a beneficial intervention for students with AS. All participants wrote stories of greater quantity, quality, and demonstrated more completeness following SRSD instruction. Participants also showed improvements in writing attitude and self-efficacy following the intervention and reported satisfaction with the intervention.

Advisor: Merilee McCurdy