Writing Instruction for Children with Autism Spectrum Disorder (ASD) |
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Many empirical studies have found the Self-Regulated Strategy Development (SRSD) approach to writing to be an effective method to teach writing strategies to elementary students with and without disabilities; however, the effects of this approach with children with ASD is largely unknown. This study extends SRSD research to this population, exploring, in particular, its effects on two writing genres commonly taught in elementary schools, story writing and persuasive essays.
| PI: |
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Kristie Asaro Saddler, Visiting Assistant Professor, Special Education, Department of Educational & Counseling Psychology |
| Co-PI: |
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Bruce Saddler, Associate Professor, Department of Educational & Counseling Psychology |
| Funder: |
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Organization for Autism Research for 1 year awarded in 2010 |
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