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),

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, 6 th 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

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