Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing

• Published in: British journal of educational technology Vol. 52; no. 2; pp. 934 - 959
• Main Authors: Ozdowska, Anne, Wyeth, Peta, Carrington, Suzanne, Ashburner, Jill
• Format: Journal Article
• Language: English
• Published: Coventry Wiley 01.03.2021; Blackwell Publishing Ltd
• Subjects: Accessibility; Adaptive technology; Assistive Technology; Autism; Autism spectrum disorders; Children; Composition; Educational Technology; Elementary School Students; Handicapped assistance devices; Handwriting; Inclusion; Intervention; Keyboards; Language Skills; Performance evaluation; Pervasive Developmental Disorders; Preadolescents; Primary education; Program Effectiveness; Self Efficacy; Self Management; Self‐Regulated Learning; Skills; Software; Student writing; Students; Technology Uses in Education; Technology utilization; Writing (Composition); Writing Instruction; Writing Skills; Writing teaching
• ISSN: 0007-1013; 1467-8535
• DOI: 10.1111/bjet.13063

Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly experience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and perceptual) and the conceptual and language skills required for written composition. Specialist intervention to assist with written expression is, therefore, often needed for students on the AS to succeed academically. This research evaluated the impact of using self- regulated strategy development (SRSD) in combination with assistive technology on the quality and length of written compositions of students on the AS. It also investigated how students felt about using the SRSD writing strategy. Eight primary school students on the AS between the ages of 9 and 12 participated in this single-subject study. An ABAC study design was used to evaluate student writing performance across three conditions. Baseline handwriting measurements were collected during condition A. During condition B students used assistive technology alone; in condition C, students applied their understanding of SRSD while using assistive technology. Results from this study show that, in many cases, the quality and/or length of written compositions and feelings of self-efficacy towards persuasive writing of students on the AS improved when they received physical and/or conceptual writing supports. This paper presents the research design, methods and results from this single-subject study followed by a discussion of the results and final thoughts and areas for future research. [Author abstract]