The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder

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dc.contributor.authorStavropoulou Kampoukou, Ino
dc.contributor.supervisorHarrison, Gina Louise
dc.date.accessioned2020-07-22T22:53:16Z
dc.date.available2020-07-22T22:53:16Z
dc.date.copyright2020en_US
dc.date.issued2020-07-22
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractStudents 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.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/11958
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjecteffecten_US
dc.subjectPLEASEen_US
dc.subjecthighen_US
dc.subjectschoolen_US
dc.subjecthigh-schoolen_US
dc.subjectautismen_US
dc.subjectASDen_US
dc.subjectspectrumen_US
dc.subjecthigh-functioningen_US
dc.subjectfunctioningen_US
dc.subjectselfen_US
dc.subjectregulationen_US
dc.subjectself-regulationen_US
dc.subjectwritingen_US
dc.subjectparagraphen_US
dc.titleThe effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorderen_US
dc.typeThesisen_US

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