Abstract
Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.
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Acknowledgments
The authors wish to thank Dr. Charles Dukes, Dr. Jessica Bucholz and Dr. Deborah Shepherd for their contributions and assistance in making this study possible. This manuscript was based on a study completed for a doctoral dissertation.
Author Contributions
LGJ conceived of the study, participated in its design and coordination and drafted the manuscript; MLD participated in the design of the study and interpretation of the data and helped to draft the manuscript. MPB participated in the design and interpretation of the data and helped to draft the manuscript. JM participated in the implementation of the study and performed data collection and analysis.
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Jackson, L.G., Duffy, M.L., Brady, M.P. et al. Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome. J Autism Dev Disord 48, 708–721 (2018). https://doi.org/10.1007/s10803-017-3170-9
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DOI: https://doi.org/10.1007/s10803-017-3170-9