Teaching Elementary Students With Autism Spectrum Disorders to Write Persuasive Essays

• In Event: Roundtable Session 73
  In Roundtable Session: Improving Outcomes for Students With Autism

Abstract

A multiple baseline study was conducted to evaluate the effectiveness of strategy instruction on the written language performance of elementary students with high functioning autism. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development (SRSD) model. Following mastery of the strategy, students were taught to apply the learned strategy to write fluently in ten minutes. After two months of instruction, findings indicated that all students mastered the components of effective persuasive essay writing, and increased from baseline to post instruction and fluency phases in length and quality of essays. Interviews with parents and participants revealed overall satisfaction with SRSD procedures and the results. Implications for teaching and further research will be discussed.

Authors

• Dannette Allen-Bronaugh, James Madison University

• Margo A. Mastropieri, George Mason University