Story composition, mental state language and self‐regulated strategy instruction for writers with autism spectrum conditions

Mourgkasi, Vasiliki; Mavropoulou, Sofia

doi:10.1111/1471-3802.12391

Cited by 10 publications

(8 citation statements)

References 36 publications

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“…A single-subject AB design study by Mourgkasi and Mavropoulou (2018) evaluated the effects of a modified version of the Self-Regulated Strategy Development (SRSD) approach – based on the approach described by Harris and Graham (1992) – on the narrative composition skills of three Greek-speaking children with autism aged 9–11 years. Participants were noted to be able to write independently prior to instruction.…”

Section: Resultsmentioning

confidence: 99%

Literacy instruction for autistic children who speak languages other than English

Bailey

Arciuli

2021

Autism

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Much of what is known about autism and literacy instruction is derived from studies including monolingual English-speaking children. Yet, less than one-fifth of the world’s population are English speakers. This review examines the research on literacy instruction for children with autism learning to read and write in languages other than English. A systematic search of the literature identified potentially relevant publications, a relatively small number of these met inclusion criteria. The included studies investigated instruction methods targeted at word reading and spelling, reading comprehension, and written expression for autistic children learning to use alphabetic, syllabary or logosyllabary writing systems. Autistic children benefitted from literacy instruction methods designed for typically developing children. However, some studies showed that additional skills and supports may be required. The included studies also highlight some potential differences in effective instruction practices used when working with autistic children learning alphabetic, syllabary and logosyllabary writing systems. Studies tended to include small samples. We hope this review will bring increased awareness and research efforts in the area of autism and global literacy. Lay abstract Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world’s languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.

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Section: Resultsmentioning

confidence: 99%

Literacy instruction for autistic children who speak languages other than English

Bailey

Arciuli

2021

Autism

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“…Following quality recommendations (WWC, 2020), all studies except for two (Lavik, 2014;Lewandowski, 2011) met standards-with or without reservations-for minimum number of data points per phase and minimum number of phases. In most studies, 24 studies (57%), data collection was interrupted (i.e., no data were collected) during intervention, and baseline performance was compared with a postintervention phase (Ahn, 2017;Asaro-Saddler, 2014;Asaro-Saddler & Bak, 2012;Asaro-Saddler & Saddler, 2010;Bishop et al, 2015;Cerar, 2012;Dunn, 2012Dunn, , 2015Dunn & Miller, 2016;Evmenova et al, 2016;Garwood et al, 2019;Good, 2019;Hashey, 2015;Hoover et al, 2012;Hough et al, 2012;MacArthur & Philippakos, 2010;McKeown et al, 2015;Mong Cramer & Mason, 2014;Mourgkasi & Mavropoulou, 2018;Nordness et al, 2019;Ray et al, 2019;Saddler, 2006;Shen & Troia, 2018;Werunga, 2018). All studies except for one (Bauernschmidt, 1991) reported treatment fidelity.…”

Section: Methodsmentioning

confidence: 99%

“…There were a total of 27 acquisition studies (64%). Most acquisition studies featured a SRSD strategy to teach planning, writing, and revising an essay or narrative (Asaro- Saddler, 2014;Asaro-Saddler & Bak, 2012;Asaro-Sad-dler & Saddler, 2010;Caroll, 2018;Hashey, 2015;Levy, 2018;Lewandowski, 2011;MacArthur & Philippakos, 2010;Mourgkasi & Mavropoulou, 2018;Nordness et al, 2019;Ray et al, 2019;Saddler, 2006;Southall, 2011;Werunga, 2018). Several SRSD studies included multiple strategies for planning and/ or revising (McKeown et al, 2015;Shen & Troia, 2018), or SRSD was supplemented with visual supports, such as student-drawn pictures for planning (Dunn, 2012(Dunn, , 2015Dunn & Miller, 2016) and production of video selfmodels (Miller & Little, 2018).…”

Section: Independent Variablesmentioning

confidence: 99%

“…Writing tasks with an extended time limit (i.e., >10 min) were administered in the majority of studies: They were administered in 24 studies (57%) with an average time limit of 26.2 min (SD = 10.9) and a range of 12 to 50 min (Ahn, 2017;Asaro-Saddler, 2014;Asaro-Saddler & Bak, 2012;Asaro-Saddler & Saddler, 2010;Bishop et al, 2015;Caroll, 2018;Dunn, 2012Dunn, , 2015Dunn & Miller, 2016;Evmenova et al, 2016;Gonzalez-Ledo et al, 2015;Good, 2019;Hashey, 2015;Hough et al, 2012;MacArthur & Philippakos, 2010;McKeown et al, 2015;Mourgkasi & Mavropoulou, 2018;Nordness et al, 2019;Ray et al, 2019;Regan et al, 2005;Saddler, 2006;Shen & Troia, 2018;Unzueta & Barbetta, 2012;Werunga, 2018).…”

Section: Dependent Variablesmentioning

confidence: 99%

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Effects of Writing Interventions on the Level and Trend of Total Words Written: A Meta-Analysis

Datchuk

Rodgers

Wagner

et al. 2021

Exceptional Children

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We estimated effects of writing interventions on the level and trend of writing fluency—rate of total words written over time—by students with and without disabilities. Using mixed-effects regression and an information-theoretic ranking of competing models, we synthesized results of 42 single-case experimental design studies with a total of 205 students. A variety of acquisition and fluency interventions were used across studies, such as self-regulated strategy development and timed practice with performance feedback. We found acquisition and fluency interventions produced an increase in level and a gradual increase in trend of total words written per minute. Students receiving fluency intervention tended to have higher levels of performance across experimental phases (i.e., baseline, intervention, and postintervention), but students receiving acquisition had steeper upward trends. In addition, we found higher levels of total words written per minute on writing tasks with brief time limits (i.e., ≤10 min) and in the writing of older students.

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“…Brown and Klein (2011) reported that students who performed better on ToM tasks had longer narrative and expository essays and higher quality scores. Mourgkasi and Mavropoulou (2017) implemented an intervention with students with ASD focused on writing and mental state language. Results indicated that students improved the quality of their narratives and increased references to thoughts and emotions.…”

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confidence: 99%

Using Biopoems to Promote Comprehension

Westby¹

2019

Word of Mouth

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This article is a combined research summary and idea swap, based on information in an article by Asaro-Saddler, Elis-Robinson, and Eacker (2019) in a recent issue of Topics in Language Disorders. Asaro-Saddler, Elis-Robinson, and Eacker describe a writing intervention program for middle school students with autism. Students with autism spectrum disorders (ASDs) experience a number of language, cognitive, physical, and self-regulatory difficulties that affect their comprehension of texts and ability to plan, generate, organize, and write texts. The authors of this article sought to improve the disciplinary literacy (reading and writing) skills in social studies of middle school students with ASD. The authors explain a writing intervention to evaluate students' social cognition and disciplinary literacy using a biopoem template. A biopoem highlights biographical information about a subject, including their experiences, relationships, hopes, and interests. The authors engaged three students in individual lessons with the intent of improving students' literacy skills in three areas:

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Story composition, mental state language and self‐regulated strategy instruction for writers with autism spectrum conditions

Cited by 10 publications

References 36 publications

Literacy instruction for autistic children who speak languages other than English

Literacy instruction for autistic children who speak languages other than English

Effects of Writing Interventions on the Level and Trend of Total Words Written: A Meta-Analysis

Using Biopoems to Promote Comprehension

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