Comparing and combining accommodation and remediation interventions to improve the written language performance of children with Asperger's syndrome
Item
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Title
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Comparing and combining accommodation and remediation interventions to improve the written language performance of children with Asperger's syndrome
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Identifier
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d_2009_2013:9613cc82622a:10509
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identifier
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10619
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Creator
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Schneider, Ariane B.,
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Contributor
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Georgiana S. Tryon | Robin Codding
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Special education | Asperger's Syndrome | Autism Spectrum Disorder | Self Regulated Strategy Development (SRSD) | speech recognition technology | writing accommodations | writing interventions
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Abstract
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This study examined the relative effectiveness of two writing accommodations (word processing and speech recognition technology) as compared with handwriting alone on improving the writing fluency of four boys with Asperger's Syndrome (AS). This study also examined whether the pairing of the most effective writing accommodation with a widely used and empirically supported writing intervention (SRSD; Self-Regulated Strategy Development) would further improve fluency as well as accuracy and story quality. A multiple phase alternating treatments design with a final treatment phase was used to first compare the two accommodations with handwriting (first phase) and then the most effective accommodation with SRSD (second phase). Four variables were used to assess writing skills, two measuring fluency (total words written and number of words in a complete sentence), one measuring accuracy (percentage of correct word sequences), and one measuring story quality and completeness (number of story parts). It was hypothesized that the use of the speech recognition accommodation would result in the most fluently written stories but that the addition of the SRSD intervention would further improve fluency but also improve writing accuracy and story quality. In addition, these gains would generalize to the participants' creative writing assignments.;Outcomes indicated that the speech recognition accommodation improved writing fluency and writing quality far better than the word processing and handwriting accommodation. Speech recognition alone also improved writing accuracy for two of the participants who struggled with spelling. Results further suggested that word processing, although frequently recommended for this population, was not an effective accommodation for these participants. SRSD with handwriting did not improve fluency for these participants, though the intervention did improve story quality. It was the combination of the SRSD intervention with speech recognition that resulted in lengthier, most fluent, and highest quality written work when compared to SRSD with handwriting, speech recognition alone, and handwriting alone. Although SRSD with speech recognition had very little impact on improving writing accuracy, it was more helpful for the participants who struggled with spelling As hypothesized, writing improvements were generalized to participants' creative writing homework assignments.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
