Incorporating Self-Regulated Strategy Development for Narrative Writing in the English Language Arts Class of an Adolescent with Autism Spectrum Disorder.

摘要

Students with Autism Spectrum Disorder (ASD) have a right to be taught essential skills in their educational settings so they can thrive academically, socially, and occupationally. ASD is one of the pervasive developmental disorders with social interaction, communication disorders, and significant restrictions in interests as the essential features. Many students with ASD are included in the general education classrooms in public school, but continue to experience significant challenges in developing effective literacy skills, specifically writing.;This study explored the influence of incorporating the evidence-based instructional model Self-Regulated Strategy Development (SRSD) for narrative writing (Harris & Graham, 1985; Graham & Harris, 1989a, 1989b) in the inclusive English Language Arts class of the focal student with ASD. The findings were optimistic and demonstrated that incorporating SRSD in the curriculum resulted in an increase in the students' use of critical story elements during narrative writing.;To gain additional insight about the students' narrative writing beyond the inclusion of story elements, written language analysis was conducted on each baseline and final. Commonly explored measures, specifically the number of different words, number of total words, sentence length, subordinate clauses, and narrative cohesiveness, were examined through the use of a computerized software language analysis program known as Systematic Analysis of Language Transcripts (SALT; Miller, Andriacchi, & Nockerts, 2011). The findings revealed individual and class-wide strengths and weaknesses that may be valuable for future instructional purposes or research.