Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD

Asaro-Saddler, Kristie; Moeyaert, Mariola; Xu, Xinyun; Yerden, Xiaoyi

doi:10.1080/09362835.2020.1850457

Cited by 15 publications

(13 citation statements)

References 41 publications

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“…In contrast, some researchers have started to explore finer-grained aspects of the autistic writing process. For example, intervention studies implementing SRSD have commonly collected and described multiple written products assessed at various points of the intervention (Accardo et al, 2020;Asaro-Saddler, 2016;Asaro-Saddler et al, 2021). In a second noteworthy example, Zajic et al (2020bZajic et al ( , 2021 examined overt behavioral actions during the planning and composing stages of a story narrative writing task.…”

Section: Written Productsmentioning

confidence: 99%

“…Fourth, by design, writing intervention studies recruit autistic individuals with identified writing difficulties. As a result, while the body of literature discussing effective writing practices for autistic students is growing (Accardo et al, 2020;Asaro-Saddler et al, 2021), this literature base does not necessarily offer best instructional practices for all autistic writers, especially for those who excel at writing. Intervention studies targeting writers who need such support are vital, but it is important to remember that they only represent a subset of autistic writers.…”

Section: Social Cultural Political Institutional and Historical Forcesmentioning

confidence: 99%

“…Intervention studies have most often targeted executive control aspects of writing via SRSD instruction. A handful of studies with autistic school-age students has implemented SRSD to teach the process of constructing persuasive, narrative, expository, and argumentative texts (e.g., Accardo et al, 2020;Asaro-Saddler, 2016;Asaro-Saddler et al, 2021). Given that much of the existing literature focused on the impact of executive functioning differences on autistic writing has taken place in the intervention context, these findings may only apply to autistic individuals who may find writing challenging (an important subset but not all autistic individuals).…”

Section: Executive Control Mechanismsmentioning

confidence: 99%

“…These writing experiences in school facilitate lifelong learning with writing and help individuals become competent writers (Graham, 2019). Studies involving autistic individuals have offered insights into foundational writing skills using non-experimental and experimental research designs that include varied types of assessments (Accardo et al, 2020;Asaro-Saddler, 2016;Asaro-Saddler et al, 2021;Finnegan & Accardo, 2018;Zajic & Wilson, 2020). The second line of inquiry emphasizes the study of texts by autistic authors that function in distinct sociorhetorical spaces where authors consider the discourses around autism and being autistic.…”

mentioning

confidence: 99%

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Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories

Zajic

Brown

2022

Human Development

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Autism and writing are commonly discussed independently as complex, multifaceted entities. However, studies examining their intersections are limited and often oversimplify the nuances innate to both topics. This paper focuses on the complexities involved in studying autistic individuals’ foundational writing skills (i.e., transcription and text generation skills) by drawing on theories of writing and autism grounded in perspectives from the neurodiversity movement. We frame our discussion around the complex sociocultural and cognitive factors important to writing by drawing on the Writer(s)-within-Community model. Our discussion highlights findings and trends among observational and intervention research studies as well as offers suggestions for future research guided by the ongoing reconceptualization and understanding of autistic development. In doing so, we argue that future research must look beyond written products as the only measure of writing development and beyond a diagnosis of autism as the indicator of atypical written language development.

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Section: Written Productsmentioning

confidence: 99%

Section: Social Cultural Political Institutional and Historical Forcesmentioning

confidence: 99%

Section: Executive Control Mechanismsmentioning

confidence: 99%

mentioning

confidence: 99%

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Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories

Zajic

Brown

2022

Human Development

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“…In the literature, different planning stages designed for planning strategies are seen (Aydın, 2019). POW, on the other hand, is a priority writing strategy that presents planning and writing in a three-stage structure (Harris, Graham, & Mason, 2003) and is used in research on teaching writing strategies in students with ASD (Accardo et al, 2019;Asaro-Saddler, 2016;Asaro-Saddler et al, 2021). POW is produced from the first letters of these three steps and serves as a facilitator in remembering what needs to be done in the strategy steps.…”

Section: İleri Araştırmalara Yönelik öNerilermentioning

confidence: 99%

POW Strategy to Improve Written Expression Skills of Students with Autism Spectrum Disorder: A Literature Review

Gökmen

Çitil

2022

TRSPED

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Writing strategies require effort and are consciously applied by a person to successfully complete a writing task for a specific purpose. Teaching writing strategies provide students with cognitive routines to construct their texts, develop the resulting text, and manage the complexity of writing tasks to support the writing process. It helps students gain more awareness about the difficulties and strengths of writing. The POW Strategy (Pick + Organize + Write) is a writing strategy that supports the development of students' planning and writing skills. This review study aims to introduce the POW Strategy which has been reported to be effective in teaching written expression skills to students with autism spectrum disorder (ASD) within the framework of related studies. In the study, firstly, the theoretical framework about the features of written expression among students with ASD was introduced. Secondly, the POW Strategy and implementation steps are introduced. Thirdly, the relevant research findings examining the effectiveness of the POW Strategy on the written expression skills of students with ASD were introduced and discussed within the framework of the literature. Fourth and lastly, research and implementation suggestions were made for teaching written expression to students with ASD in Turkey in line with the related literature.

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The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade

Sun¹,

Wang

2022

Read Writ

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Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD

Cited by 15 publications

References 41 publications

Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories

Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories

POW Strategy to Improve Written Expression Skills of Students with Autism Spectrum Disorder: A Literature Review

The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade

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