Authors: Delano ME
Title: Use of strategy instruction to improve the story writing skills of a student with Asperger syndrome
Source: Focus on Autism and Other Developmental Disabilities 2007 22(4): 252-258
Year: 2007
Research Design: Single Case Design

More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, and Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples.

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