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Direct linkSuzanne Woods-Groves; Kelly B. Schweck; Jessica Milton; Elizabeth Danson; Tara Tucker; Betty S. Patten; Kinga Balint-Langel; Taehoon Choi – Education and Training in Autism and Developmental Disabilities, 2025
Expository writing is a highly valued employability skill (Finley, 2023) and a necessary competency for college students to master due to its often-used format within college assignments (Schillings et al., 2023). As students in postsecondary education programs for students with intellectual and developmental disabilities attend traditional…
Descriptors: College Students, Students with Disabilities, Developmental Disabilities, Expository Writing
Woods-Groves, Suzanne; Rodgers, Derek B.; Balint-Langel, Kinga; Hinzman-Ferris, Michelle L. – Education and Training in Autism and Developmental Disabilities, 2022
We examined the efficacy of a combined electronic essay writing and editing mnemonic driven strategy with 24 college students in a two-year postsecondary program for students with developmental disabilities. We used a pre-posttest experimental design with random assignment to treatment/control groups. During 26 sessions each consisting of 50 min.,…
Descriptors: College Students, Students with Disabilities, Developmental Disabilities, Essay Tests
Download full textWoods-Groves, Suzanne; Alqahtani, Saeed S.; Balint-Langel, Kinga; Kern, Amanda – Education and Training in Autism and Developmental Disabilities, 2018
This study examined the efficacy of an electronic essay-writing strategy to improve the expository writing skills of 20 young adults with intellectual and developmental disabilities enrolled in a program at an institute of higher education in the midwest. A pretest and posttest experimental design with random assignment to treatment or control…
Descriptors: Intellectual Disability, Writing Strategies, Developmental Disabilities, Pretests Posttests
Asaro-Saddler, Kristie – Education and Training in Autism and Developmental Disabilities, 2014
This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the…
Descriptors: Elementary School Students, Grade 2, Autism, Pervasive Developmental Disorders
Woods-Groves, Suzanne; Hua, Youjia; Therrien, William J.; Kaldenberg, Erica R.; Lucas, Kristin G.; Hendrickson, Jo M.; McAninch, Melissa J. – Education and Training in Autism and Developmental Disabilities, 2014
This investigation explored the use of strategic instruction to improve the essay-test taking skills of young adults who were enrolled in a campus-based, post-secondary education program for individuals with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest design was used. The participants…
Descriptors: Writing Strategies, Writing Instruction, Essays, Test Wiseness
Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…
Descriptors: Intervention, Pervasive Developmental Disorders, Autism, Teaching Methods
