ABSTRACT

In this study, we conducted a multilevel meta-analysis to determine whether the self-regulated strategy development (SRSD) approach to teaching writing to students with autism spectrum disorder (ASD) improves significantly the number of words written and overall quality of writing, whether the effects of SRSD were consistent or variable across studies, and whether the moderator of age could explain the potential variability in the number of words written and overall quality of writing. Results indicated that SRSD had large, statistically significant and meaningful effects on the number of words written and overall quality of writing. There was variability in the effectiveness of SRSD, both between cases and between studies, and older students had benefitted more from the intervention, but only for number of words. Implications and directions for future research are provided.

摘要

在这项研究中，我们进行了多层次的荟萃分析，以确定自律策略发展（SRSD）方法向自闭症谱系障碍（ASD）学生进行写作教学是否显着提高了所写单词的数量和总体写作质量，是否SRSD的影响在研究中是一致的还是可变的，以及年龄的主持人是否可以解释所写单词的数量和总体写作质量的潜在差异。结果表明，SRSD对书写的单词数和整体写作质量具有重大的，统计学上显着的和有意义的影响。在案例之间和研究之间，SRSD的有效性存在差异，并且年龄较大的学生从干预中受益更多，但仅限于单词数。