Self-Regulated Strategy
Development for Students with
Asperger Syndrome: A Discussion
May 13, 2011
Min-Chi Yan
Reviewed Article

Delano, M. E. (2007). Use of Strategy
Instruction to Improve the Story Writing
Skills of a Student With Asperger
Syndrome. Focus on Autism and Other
Developmental Disabilities, 22(4), 252258.
Background
Asperger Syndrome (AS)
=High–Functioning Autism (HFA)
 Characteristics




Impairments in Social Relationships and
Communication
Restrictive, Repetitive Patterns of Behavior and
Interest
Fields of Interests


Psychiatry and Psychology
Special Education
Academic Needs

Academic Settings


(33%) General education classrooms
Challenges





Academic problems
Learning disabilities
Organizational difficulties
Inflexibilities
Literal thinking style
Purpose


Evaluate the use of Self-Regulated
Strategy Development (SRSD) writing
instruction
Why centers on Writing Skills?



Academic Success
No Child Left Behind (NCLB; 2001)
Later Job Performance
SRSD Model

An Evidence-Based Writing Intervention
for Individuals with Learning Disabilities
(LD)



Writing Strategies
Self-Regulation Procedures
Improvement in Quantity and Quality of
Writing
SRSD Model: 6 Stages
Independent Performance
Support SRSD
Memorize SRSD
Model SRSD
Discuss SRSD
Develop and Activate Background
SRSD Model

SRSD for Students with AS


Provide Explicit Strategies for Success
Address Motivation and Perception of the
Student’s Ability to Meet Task Demands
Participants

1 Student Participant







12-year-old, 6th grader with AS
Scored 110 (Asperger Syndrome Diagnostic Scale)
Average Intelligence
Writing difficulties
Limited keyboarding skills
Special Education Classroom (Language Art
and Math)
General Education Classroom (Content Area
and Elective classes)
Setting

A conference room near the
researcher’s office
Design

Single-Subject Design

Multiple baseline design across responses
Action words
 Describing words
 Revisions

Procedures

Preference Interview



Baseline
Strategy Training→ Post-training Story
Probe




Picture-writing prompts
Strategy 1: Action words
Strategy 2: Describing words
Strategy 3: Revisions
Follow-Up Probe

2 weeks after the last post-instruction probe
Example of Picture-Writing Prompt
Example of Revision Ideas
Dependent Measures

Quantitative measures





Total words written
Action words
Describing words
Revisions
Holistic quality scale (1-7)
Overall organization
 Word choice
 Focus
 Elaboration

Reliability and Fidelity

Reliability of Dependent Measures






100% (writing samples)
100% (total word written and revisions)
83%-100% (action words)
80%-100% (describing words)
80%-100% (quality)
Fidelity of Treatment Implementation

100%
Student Performance
Results of Dependent Measures

Baseline: short sentences; no more than 11
words; 1-2 action words; no describing words;
no revisions

Following Strategy 1: 26 words; 6.7 action
words; no describing words; no revisions

Following Strategy 2: 47 words; 7.0 action
words; 6.3 describing words; no revisions

Following Strategy 3: 84 words, 13.6 action
words; 7.6 describing words; 3 revisions
Results of Writing Quality

Baseline: 1

Following Strategy 1: 2.6

Following Strategy 2: 3.6

Following Strategy 3: 5.0
Important BIG Ideas


The SRSD intervention can potentially
produce positive changes in both quantity
and quality of writing for students with
AS.
More focused intervention (Strategy 3) is
recommended in SRSD for students with
AS to improve their overall writing quality.
Some Questions to Consider

Will SRSD still be feasible if

the picture-writing prompt is not used?

there is more than 1 participant?

it is implemented in a natural environment
(e.g., general education classrooms)?

it is integrated into regular writing sessions
with other students with different academic
needs?
Some Questions to Consider

How can we make SRSD be more
effective in maintaining gained writing
skills for students with AS?

Natural agents (e.g., typical teachers)

Peers of students with AS

Parents/families of students with AS
~The End~