1 CEU
Proficient writing skills are critical for academic, vocational, and social outcomes for individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). However, many individuals struggle to develop proficient writing repertoires (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2011; Whitby & Mancil, 2009). This study sought to teach eight autistic college students to write four types of persuasive sentences (e.g., thesis statement, major point, minor point, transition sentence) using a modified explicit instruction program and frequency building to a performance criterion sessions. Five of the eight participants met criteria for all four sentence types and demonstrated maintenance of skills during follow-up sessions. Future directions regarding instructional strategies for college-level writing are discussed.
Presented at the 2023 Michigan Autism Conference
Alyssa McElroy is a doctoral-level behavior analyst, holds a BCBA certification, and is a Licensed Behavior Analyst in Michigan. She is currently the Assistant Director of the Autism Services Center at Western Michigan University and the Education Manager at the Association for Behavior Analysis International (ABAI) and supports the ABAI Accreditation Board, Tiered Model of Education, and Verified Course Sequence Systems. She earned her Ph.D. in behavior analysis from Western Michigan University under the advisement of Dr. Jessica Van Stratton. She has experience in higher education administration, teaching and supervising undergraduate and graduate courses, and instructional design. Previously, she worked with autistic children, adolescents, and adults in clinical and educational settings and provided BCBA supervision. Her interests include precision teaching, instructional/curriculum design, education and technology, behavioral systems analysis, and educational equity. She is dedicated to promoting high-quality educational programs for all learners.
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