Self-Regulated Strategy Development for Writers with Autism Spectrum Disorder: A Literature Review

Claire Kubicek Author

07/30/2020 Added

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A review of the methods, results, and limitations of a few self-regulated strategy development intervention studies

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[00:00:00.100]My name is Claire Kubicek and I will
[00:00:02.290]be going over my literature review of
[00:00:04.240]self-regulated strategy development for
[00:00:06.490]writers with Autism Spectrum Disorder.
[00:00:09.165]Writing is an imperative skill for
[00:00:10.755]students to acquire as it helps them
[00:00:12.805]express their ideas, show critical
[00:00:14.821]thinking skills, and it is also a primary
[00:00:17.191]source teachers use to evaluate a
[00:00:19.341]student's knowledge. Although this is an
[00:00:21.648]essential skill it can be a quite challenging
[00:00:23.915]one. Studies show that many students fall
[00:00:27.195]below proficient in the writing category.
[00:00:29.183]Writing can be even more difficult for
[00:00:31.493]students with Autism Spectrum Disorder due
[00:00:34.103]to a lack of theory of mind, deficits in
[00:00:36.333]imagination, and poor motor and
[00:00:38.421]coordination skills. Students are in need
[00:00:40.841]of a valid writing intervention to help
[00:00:42.876]enhance their writing ability. The self-
[00:00:45.046]regulated strategy development has been
[00:00:47.926]one effective intervention for students
[00:00:49.636]with Autism Spectrum Disorder. This poster
[00:00:52.556]presents a review of some Self-Regulated
[00:00:55.599]Strategy Development studies for students
[00:00:58.939]with Autism Spectrum Disorder
[00:01:00.669]with goals of describing SRSD studies
[00:01:03.647]that teach writing to participants with ASD and analyzing the
[00:01:07.957]evidence provided by the various studies
[00:01:10.457]being reviewed.
[00:01:12.467]Moving on to the methods.
[00:01:14.556]The studies reviewed included from three
[00:01:16.536]to six participants ranging from six to
[00:01:18.786]ten years old. All of the participants had
[00:01:21.586]a documented diagnosis of Autism Spectrum
[00:01:24.466]Disorder, deficits in written expression,
[00:01:28.116]and the ability to write with a pen or
[00:01:31.296]pencil independently. The intervention
[00:01:33.636]began with a baseline test to determine
[00:01:36.006]the participants' skill level prior to
[00:01:38.106]being taught the learning strategy. Each
[00:01:40.256]study consisted of six lessons that were
[00:01:42.806]repeated until the student reached mastery
[00:01:45.190]and they were taught for 30 to 45 minutes
[00:01:47.847]three to four times a week. As the
[00:01:50.467]participants began to better understand
[00:01:52.557]the strategy the instructor gradually let
[00:01:54.827]the students work independently.
[00:01:56.577]Mnemonics were taught during the
[00:01:58.027]intervention using worksheets to
[00:01:59.567]improve their writing. You can see the mnemonics
[00:02:01.807]listed below as well as an example of what
[00:02:04.347]one of the worksheets might look like.
[00:02:07.014]Here are the mnemonics Pick ideas,
[00:02:08.700]Organize Note, and Write and say more.
[00:02:12.776]Topic sentence, give Reasons (at least 3),
[00:02:14.985]Explain the reasons, and Ending, Who are
[00:02:18.468]the main character, Where does the story take
[00:02:20.683]place, When does the story take place,
[00:02:23.369]What do the main characters do or want to
[00:02:25.425]do, What happens next, How does the
[00:02:27.995]story end, and How do the main characters
[00:02:30.615]feel. The participants would fill out the
[00:02:34.665]worksheet to below to keep them on track
[00:02:36.855]through the writing process. Depending on
[00:02:39.165]the study, participants were then asked to
[00:02:41.585]write one to three essays independently
[00:02:44.571]in the final lesson. The essay or essays
[00:02:47.307]were then analyzed and used to document
[00:02:49.557]the participants' improvement in
[00:02:50.937]comparison to their baseline test.
[00:02:53.425]The next graphic goes over the six lessons
[00:02:55.665]taught in the self-regulated strategy
[00:02:57.975]development learning strategy. Lesson one
[00:03:01.975]consists of identifying the participants
[00:03:04.035]baseline and explaining the strategy to
[00:03:06.225]the student. In lesson two the student
[00:03:09.105]learns more about the strategy and
[00:03:10.715]discusses self-talk with the instructor.
[00:03:13.006]The instructor goes through the entire
[00:03:14.816]writing process with the participant
[00:03:16.579]while thinking out loud in lesson three.
[00:03:19.497]Lesson four might be learned as you go so
[00:03:21.967]it may not be its own distinct step as it
[00:03:24.277]consists of memorizing the mnemonics
[00:03:26.647]and the steps of the strategy. Goals are
[00:03:29.447]set in lesson five and the participant
[00:03:31.584]gradually begins to work more
[00:03:32.985]independently. Finally in lesson six, the
[00:03:35.585]student is ready to practice the strategy
[00:03:38.035]independently after all of the practice
[00:03:40.455]they have done with the instructor.
[00:03:42.994]These studies were criterion-based which
[00:03:45.904]led to the length of intervention varying
[00:03:48.380]for each student. To ensure accuracy,
[00:03:50.946]lessons were scripted, recorded, and
[00:03:53.546]randomly selected to be reviewed. The
[00:03:56.076]data was analyzed using a visual analysis
[00:03:58.717]as well as the percentage of
[00:04:00.637]nonoverlapping data. The self-regulated
[00:04:03.297]Strategy Development intervention showed
[00:04:05.782]improvement for nearly all of the
[00:04:07.245]participants in evidence of planning, overall
[00:04:10.485]holistic quality, word count, and the
[00:04:12.645]number of essay elements they included.
[00:04:15.674]For evidence of planning across all of the
[00:04:17.985]students, all of the participants but one
[00:04:22.090]improved their planning technique from
[00:04:23.960]baseline to post-treatment. Every
[00:04:26.340]participant improved their overall
[00:04:28.390]holistic quality after the self-regulated
[00:04:30.709]strategy development intervention. For
[00:04:33.849]number of words, one study had
[00:04:35.879]inconsistent results for a participant in
[00:04:38.109]this category but for the most part,
[00:04:39.959]participants increased their average word
[00:04:41.739]count post-intervention compared to
[00:04:44.355]baseline. For number of essay elements
[00:04:47.606]three of the four studies analyzed this
[00:04:50.576]category each participant in those studies
[00:04:53.676]improved in this category.
[00:04:55.784]The limitations of the studies included
[00:04:57.644]not being able to verify if gains were
[00:04:59.546]sustained over time, including a limited
[00:05:02.356]number of participants, researching SRSD
[00:05:05.574]in limited writing genres, and including a
[00:05:08.290]majority of high functioning participants
[00:05:10.640]rather than individuals of various
[00:05:11.690]abilities. Thank you for your time!

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Self-Regulated Strategy Development for Writers with Autism Spectrum Disorder: A Literature Review

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