Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome

Effects of Learning Strategy Training on the Writing Performance of College Students with... Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Autism and Developmental Disorders Springer Journals

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Springer Science+Business Media New York
Subject
Psychology; Child and School Psychology; Pediatrics; Neurosciences; Public Health
ISSN
0162-3257
eISSN
1573-3432
D.O.I.
10.1007/s10803-017-3170-9
Publisher site
See Article on Publisher Site

Abstract

Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.

Journal

Journal of Autism and Developmental DisordersSpringer Journals

Published: May 30, 2017

References

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