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Self-Regulation Writing Approach for Middle School Students with Autism

Finn, Patricia (2021) Self-Regulation Writing Approach for Middle School Students with Autism. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Expository writing is a complex task for middle school students with autism, requiring skills in self-regulation, executive functioning, content knowledge, and paragraph writing. A lack of these skills can lead to low writing performance and low self-efficacy towards writing. In the present study, the effectiveness of implementing components of the Self-Regulation Strategy Development (SRSD) were examined when applied to expository writing. Two middle school students with autism, who attend a private K-8 school, were individually given explicit instruction on developing positive self-statements and as well as how to plan, write and edit text-based paragraphs. Self-efficacy was measured through student surveys at baseline and post-intervention. Holistic writing quality was measured at baseline and post-intervention through a rubric. After the intervention, both students improved their holistic writing scores, specifically improving their ability to include and analyze evidence and increasing their use of topic and conclusion sentences. Additionally, both students reported an improvement in their self-efficacy towards writing. These findings add to previous research about the effectiveness of SRSD for students with autism while specifically focusing on expository writing. Future research should expand upon these results by including a larger sample size of students and how peer support can further improve the writing experience for students with autism.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Finn, Patriciaprf11@pitt.eduprf11
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairMcCarthy, Tessatessam@pitt.edutessam
Committee MemberNewlin, Joannaj.newlin@pitt.edujmn56
Committee MemberRainey, Emilyemily.rainey@pitt.eduemily.rainey
Date: 31 August 2021
Date Type: Publication
Defense Date: 15 June 2021
Approval Date: 31 August 2021
Submission Date: 22 July 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 89
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Autism; Self-Regulated Strategy Development; Expository Writing; Self-efficacy
Date Deposited: 31 Aug 2021 17:25
Last Modified: 31 Aug 2021 17:25


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