Writing Aides

This category includes articles that examined the use of writing tools (e.g., word prediction software and smart pens) to enhance learning and improve student outcomes.

Improving written language performance of adolescents with asperger syndrome

Jul 1, 2013, 15:47 PM
Delano M.E. (2007). Improving Written Language Performance of Adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40(2), 345-351.

Characteristics

  • Grade/Age Level: Adolescents, age 13-5 through 17-5
  • Specific Difficulty Addressed: Writing in students with Asperger syndrome
  • Type of AT Used: Video modeling with the self-regulated strategy development (SRSD) approach.

Setting

  • This study was conducted in an experimental setting.

Method

  • Participants were Peter, Alan, and Justin.
  • Data included the number of words written, the number of functional essay elements, and duration of sessions.
  • A multiple baseline design was used in this study.
  • Baseline: a persuasive writing prompt was presented and the students were required to write their position on the issue. Once, during baseline an expository prompt was presented in the same manner, requiring the student to explain how or why. The session lasted until the student said they were finished.
  • SRSD intervention for the words written intervention: the student worked with the researcher for 30 minutes to create a video showing the student modeling a self-monitoring strategy. The researcher later edited the video to remove verbal prompts and the script used. The student then watched the video at the beginning of each intervention session and engaged in the SRSD steps. The student was required to increase the total words written by 10% for 3 consecutive sessions before entering the second phase of the study, without the self-monitoring video.
  • SRSD intervention for functional essay elements: The student and researcher spent 60 minutes developing a video of the student modeling the strategy TREE (Graham & Harris, 1989). The researcher then edited the video and the student watched it before each session.
  • Generalization probes were given during each phase of the study with the same method used in baseline, except with the expository writing prompt.
  • Follow-up probes were conducted at 1 week and 3 months following the final intervention session.

Results

  • Baseline: The average number of words written was 100 for Alan, 52 for Peter, and 17 for Justin. The average duration was 52 minutes for Alan, 22 minutes for Peter, and 12 minutes for Justin. For functional essay elements Alan averaged 2 elements, Peter averaged 3 elements, and Justine averaged 2 elements.
  • SRSD intervention for words written: The average number of words written was 384 for Alan, 102 for Peter, and 46 for Justin. The average duration was 82 minutes for Alan, 23 minutes for Peter, and 15 minutes for Justin. Similar results were found for expository essays, indicating generalization from persuasive to expository essays.
  • SRSD intervention for functional essay elements: average number of words written increased for each student, as well as functional essay elements. Functional essay elements did not increase when words written was targeted in the first phase. Peter averaged 17 elements, Alan, 11, and Justin 10. Session duration increased to 97 minutes for Alan, 37 for Peter and 21 for Justin.
  • Follow-up: All 3 students maintained total words written gains at 1-week follow up and Alan and Peter maintained at 3-month follow-up, while Justin’s performance exceeded his baseline. Functional essay elements improvements were not maintained at follow-up. Duration increases were maintained by Peter and Justin, and slightly decreased for Alan.
  • The lack of maintained gains for functional essay elements may suggest longer intervention intervals are needed.
Categories:
  • Writing
Tags:

Computer Assisted Instruction

Improving written language performance of adolescents with asperger syndrome

Jul 1, 2013, 15:47 PM
Delano M.E. (2007). Improving Written Language Performance of Adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40(2), 345-351.

Characteristics

  • Grade/Age Level: Adolescents, age 13-5 through 17-5
  • Specific Difficulty Addressed: Writing in students with Asperger syndrome
  • Type of AT Used: Video modeling with the self-regulated strategy development (SRSD) approach.

Setting

  • This study was conducted in an experimental setting.

Method

  • Participants were Peter, Alan, and Justin.
  • Data included the number of words written, the number of functional essay elements, and duration of sessions.
  • A multiple baseline design was used in this study.
  • Baseline: a persuasive writing prompt was presented and the students were required to write their position on the issue. Once, during baseline an expository prompt was presented in the same manner, requiring the student to explain how or why. The session lasted until the student said they were finished.
  • SRSD intervention for the words written intervention: the student worked with the researcher for 30 minutes to create a video showing the student modeling a self-monitoring strategy. The researcher later edited the video to remove verbal prompts and the script used. The student then watched the video at the beginning of each intervention session and engaged in the SRSD steps. The student was required to increase the total words written by 10% for 3 consecutive sessions before entering the second phase of the study, without the self-monitoring video.
  • SRSD intervention for functional essay elements: The student and researcher spent 60 minutes developing a video of the student modeling the strategy TREE (Graham & Harris, 1989). The researcher then edited the video and the student watched it before each session.
  • Generalization probes were given during each phase of the study with the same method used in baseline, except with the expository writing prompt.
  • Follow-up probes were conducted at 1 week and 3 months following the final intervention session.

Results

  • Baseline: The average number of words written was 100 for Alan, 52 for Peter, and 17 for Justin. The average duration was 52 minutes for Alan, 22 minutes for Peter, and 12 minutes for Justin. For functional essay elements Alan averaged 2 elements, Peter averaged 3 elements, and Justine averaged 2 elements.
  • SRSD intervention for words written: The average number of words written was 384 for Alan, 102 for Peter, and 46 for Justin. The average duration was 82 minutes for Alan, 23 minutes for Peter, and 15 minutes for Justin. Similar results were found for expository essays, indicating generalization from persuasive to expository essays.
  • SRSD intervention for functional essay elements: average number of words written increased for each student, as well as functional essay elements. Functional essay elements did not increase when words written was targeted in the first phase. Peter averaged 17 elements, Alan, 11, and Justin 10. Session duration increased to 97 minutes for Alan, 37 for Peter and 21 for Justin.
  • Follow-up: All 3 students maintained total words written gains at 1-week follow up and Alan and Peter maintained at 3-month follow-up, while Justin’s performance exceeded his baseline. Functional essay elements improvements were not maintained at follow-up. Duration increases were maintained by Peter and Justin, and slightly decreased for Alan.
  • The lack of maintained gains for functional essay elements may suggest longer intervention intervals are needed.
Categories:
  • Writing
Tags: