Writing is a vital skill for demonstrating academic knowledge and facilitating communication. Writing is required in most occupations and academic fields and is used to express and communicate with family and friends. To succeed, students need direct, clear, step-by-step writing instruction. Consequently, this study investigated the impact of a structured intervention package consisting of technology supported self-regulated strategy development (SRSD) and peer-mediated instruction (PMI) on the expository writing of students with Autism Spectrum Disorders (ASD). Using a single-case, multiple probe across multiple baseline design, intervention effects were explored across six students with ASD. The hypothesis was that SRSD supported with iPads and peer engagement would improve writing skills of target students. Findings indicated students with ASD improved their expository writing skills by increasing the number of words written as well as the quality of their writing. Results contribute to the extensive evidence base on SRSD and suggest that the use of iPads and peer assistance may extend these benefits to students with ASD. Recommendations for future research and practice are provided.
|Commitee:||Bruce, David, Maheady, Lawrence|
|School:||State University of New York at Buffalo|
|Department:||Learning and Instruction|
|School Location:||United States -- New York|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Keywords:||Autism spectrum disorder, Ipad, Peer-mediated instruction, Self-regulated strategy development, Technology, Writing|
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