评估支持自闭症谱系障碍学生写作教学策略的证据基础：实验研究的系统回顾

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2024-01-19 DOI:10.1177/10883576231221980

Erica B. McClure, Robert C. Pennington, Stacy Crawford Bewley

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引用次数: 0

摘要

患有自闭症谱系障碍（ASD）的学生通常在写作方面存在困难。尽管写作对取得积极的学业、就业和社交成果非常重要，但针对干预措施对自闭症谱系障碍患者写作表现的影响的研究却相对较少。以往对这些干预措施的研究综述并未对研究的质量和严谨性进行评估。本系统性综述旨在使用两套质量指标评估针对 ASD 患者的现有写作干预研究，从而为实践和未来研究领域提供建议。

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Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research

Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.

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来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.