Traduction: G.M.
J Autism Dev Disord. 2017 May 30. doi: 10.1007/s10803-017-3170-9
Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome
Jackson LG1, Duffy ML2, Brady MP2, McCormick J2.
Author information
- 1
- Human Services Department, Community College of Rhode Island, 400 East Avenue, Warwick, RI, 02886, USA. ljackson4@ccri.edu
- 2
- Department of Exceptional Student Education, Florida Atlantic University, 777 Glades Road, Boca Raton, FL, 33431, USA.
Abstract
Les
personnes avec un diagnostic de "troubles du spectre de l'autisme " (TSA) entrent de
plus en plus dans les établissements d'enseignement supérieur. Cependant, beaucoup ne sont pas préparés aux exigences académiques et sociales des milieux postsecondaires. Bien
que des études aient évalué les interventions scolaires et sociales
pour les enfants et les adolescents avec un diagnostic de TSA, il existe peu de
recherches sur la population universitaire. L'étude
actuelle a utilisé une conception à ligne de base multiple inter participants pour évaluer l'efficacité d'une stratégie
d'apprentissage de l'écriture sur la performance d'écriture de trois
étudiants ayant un diagnostic de TSA . Les
résultats indiquent que la qualité de la performance de l'écriture
s'est améliorée en suivant les instructions stratégiques. En outre, les participants ont pu généraliser l'utilisation de la stratégie pour les tâches d'écriture spécifiques.
Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
- PMID: 28560650
- DOI: 10.1007/s10803-017-3170-9
