Dissertation/Thesis Abstract

Technologically Supported SRSD and PMI: The Impact of an Intervention Package on the Expository Writing Performance of Students with Autism Spectrum Disorder
by Almumen, Huda A., Ph.D., State University of New York at Buffalo, 2017, 198; 10283360
Abstract (Summary)

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.

Indexing (document details)
Advisor: Raimondi, Sharon
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
Subjects: Language arts
Keywords: Autism spectrum disorder, Ipad, Peer-mediated instruction, Self-regulated strategy development, Technology, Writing
Publication Number: 10283360
ISBN: 978-0-355-04720-2
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