Writing Instruction and Self-Regulation for Students with Autism Spectrum Disorders: A Systematic Review of the Literature

Autor/in	Asaro-Saddler, Kristie
Titel	Writing Instruction and Self-Regulation for Students with Autism Spectrum Disorders: A Systematic Review of the Literature
Quelle	In: Topics in Language Disorders, 36 (2016) 3, S.266-283 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000093
Schlagwörter	Writing Instruction; Self Management; Students; Autism; Pervasive Developmental Disorders; Literature Reviews; Writing Strategies; Writing Improvement; Planning + Suchen Sie Ihr Suchwort? Schreibunterricht; Selbstmanagement; Student; Schüler; Schülerin; Studentin; Autismus; Schreibtechnik; Ablaufplanung; Planungsprozess
Abstract	Children with autism spectrum disorders (ASDs) may struggle to self-regulate their learning, and such difficulty may be especially notable in the area of written expression. One intervention that has explored self-regulation in writing is the self-regulated strategy development (SRSD) approach. In this article, a review of the research using SRSD to teach children with ASD to write is conducted. Investigation yielded 11 studies including 27 participants with ASD. Results of the review indicated that students with ASD taught using an SRSD approach can improve their overall quality of writing, their discourse elements (e.g., persuasive or story) utilized, and the length of their products. Self-regulatory abilities, such as self-monitoring and planning, were also noted to improve. Suggestions for practice and future research are provided. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01