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~