The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder
Date
2020-07-22
Authors
Stavropoulou Kampoukou, Ino
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Students with Autism Spectrum Disorder (ASD) often require academic support to participate in the inclusive classroom. SRSD writing interventions have proven to be effective on this population. As there is a gap in the literature regarding the effectiveness of SRSD writing interventions on high-school students with ASD, this study employed a single-case design (SCD) to investigate the implementation of PLEASE paragraph-writing on two high-school students with high-functioning ASD. Response to intervention was assessed with pretest and posttest measures and with progress monitoring across intervention sessions. Data analysis included Percentage of Non-Overlapping Data (PNDs) and visual inspection of the line. Results indicated that PLEASE was very effective in improving the student’s writing and planning skills regarding theme development and organization, and draft-writing and self-monitoring respectively. Results of this study are discussed in relation to existing literature on SRSD, writing interventions, and ASD. Implications for educators and professionals working with high-school students identified with ASD and writing difficulties are discussed.
Description
Keywords
effect, PLEASE, high, school, high-school, autism, ASD, spectrum, high-functioning, functioning, self, regulation, self-regulation, writing, paragraph