{"title":"写作的自我调节策略发展:一个女性自闭症谱系障碍个案研究","authors":"Karissa J. Marble-Flint, Baylee L. Brown","doi":"10.1177/15257401221077209","DOIUrl":null,"url":null,"abstract":"An 11-year-old U.S. fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (Pick my idea, Organize my notes, and Write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"127 - 132"},"PeriodicalIF":0.7000,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Self-Regulated Strategy Development for Writing: Case Study of a Female With Autism Spectrum Disorder\",\"authors\":\"Karissa J. Marble-Flint, Baylee L. Brown\",\"doi\":\"10.1177/15257401221077209\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"An 11-year-old U.S. fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (Pick my idea, Organize my notes, and Write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research.\",\"PeriodicalId\":46403,\"journal\":{\"name\":\"Communication Disorders Quarterly\",\"volume\":\"44 1\",\"pages\":\"127 - 132\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-03-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Communication Disorders Quarterly\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/15257401221077209\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"REHABILITATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Communication Disorders Quarterly","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/15257401221077209","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"REHABILITATION","Score":null,"Total":0}
Self-Regulated Strategy Development for Writing: Case Study of a Female With Autism Spectrum Disorder
An 11-year-old U.S. fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (Pick my idea, Organize my notes, and Write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research.
期刊介绍：
Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.
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