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Using Self-Regulated Strategy Development with At-Risk Writers with Asperger Syndrome
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.
Subject Area
Instructional Design|Educational psychology
Recommended Citation
Booker, Lindsay M, "Using Self-Regulated Strategy Development with At-Risk Writers with Asperger Syndrome" (2013). ETD collection for University of Nebraska-Lincoln. AAI3568473.
https://digitalcommons.unl.edu/dissertations/AAI3568473