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Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders
Peer reviewed
Direct linkAsaro-Saddler, Kristie; Saddler, Bruce – Exceptional Children, 2010
This single-subject study examined the effects of a planning and self-regulation strategy on the story writing ability of young children with autism spectrum disorders (ASD). Three children with ASD in second and fourth grades were taught a strategy for planning and drafting a story using the self-regulated strategy development (SRSD; Harris &…
Descriptors: Autism, Pervasive Developmental Disorders, Metacognition, Elementary School Students
