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

Anne Ozdowska; Peta Wyeth; Suzanne Carrington; Jill Ashburner

doi:10.1111/bjet.13063

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

Journal article

Open access

Peer reviewed

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

Anne Ozdowska, Peta Wyeth, Suzanne Carrington and Jill Ashburner

British Journal of Educational Technology, Vol.52(2), pp.934-959

2021

DOI: https://doi.org/10.1111/bjet.13063

Appears in UniSC Diversity and Inclusion Research Collection

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Abstract

Accessibility

Autism

Inclusion

Self-Regulated Learning

UniSC Diversity Area - Disability and Inclusion

Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly ex-perience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and per-ceptual) 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 measure-ments 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.

Details

Title: Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing
Authors: Anne Ozdowska (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and Engineering
Peta Wyeth (Author) - Queensland University of Technology
Suzanne Carrington (Author) - Queensland University of Technology
Jill Ashburner (Author) - The University of Queensland
Publication details: British Journal of Educational Technology, Vol.52(2), pp.934-959
Publisher: Wiley-Blackwell Publishing Ltd.
Date published: 2021
DOI: 10.1111/bjet.13063
ISSN: 1467-8535; 0007-1013
Organisation Unit: University of the Sunshine Coast, Queensland; School of Science, Technology and Engineering
Language: English
Record Identifier: 99502408402621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

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