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EJ836892 - Effects of Planning Instruction on a Young Writer with Asperger Syndrome

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ERIC #:	EJ836892
Title:	Effects of Planning Instruction on a Young Writer with Asperger Syndrome
Authors:	Asaro, Kristie; Saddler, Bruce
Descriptors:	Intervention; Asperger Syndrome; Learning Disabilities; Teaching Methods; Educational Planning; Writing Strategies; Writing Instruction; Metacognition; Models; Writing Improvement; Scaffolding (Teaching Technique); Grade 4; Instructional Effectiveness; Elementary School Students
Source:	Intervention in School and Clinic, v44 n5 p268-275 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2009-00-00
Pages:	8
Pub Types:	Journal Articles; Reports - Research
Abstract:	One validated model for teaching strategies to less skilled writers is the self-regulated strategy development (SRSD) approach. This method has been used to successfully improve the writing of children with learning disabilities and has recently been extended to students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder. Although SRSD has not been used to teach strategies to children with AS, the authors believed that the organization and scaffolding provided within the SRSD framework might be beneficial to these children because of their need for structure and clear, literal directions. The focus of the project presented in this article was to determine the effectiveness of a planning and self-regulation strategy utilizing the SRSD approach on the story writing of a child with AS. A description of the student who participated, along with the instructional intervention that was used, follows so that practitioners may replicate the intervention with children who present similar characteristics. (Contains 2 figures.)
Abstractor:	ERIC
Reference Count:	16

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1053-4512
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 4
Direct Link:	http://dx.doi.org/10.1177/1053451208330895

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