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Beyond Regulated Writing: The Effects of Self-Regulation Procedures Enhanced with Technology on Informative Writing of Kuwaiti Adolescents with ASD

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Title: Beyond Regulated Writing: The Effects of Self-Regulation Procedures Enhanced with Technology on Informative Writing of Kuwaiti Adolescents with ASD
Language: English
Authors: Huda A. Almumen (ORCID 0000-0001-5631-9561), Sharon L. Raimondi
Source: Journal of Special Education Technology. 2026 41(1):30-42.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Writing (Composition), Expository Writing, Writing Strategies, Technology Uses in Education, Self Control, Tablet Computers, Second Language Learning, English (Second Language), Foreign Countries, Autism Spectrum Disorders, Handheld Devices, Modeling (Psychology), Adolescents, High School Students
Geographic Terms: Kuwait
DOI: 10.1177/01626434251318930
ISSN: 0162-6434
2381-3121
Abstract: This research exploration sought to investigate the effects of self-regulated strategy development (SRSD), enhanced with the use of tablets (iPads), on the informative writing performance of Kuwaiti, English as a Second Language (ESL) adolescents with autism spectrum disorders (ASD). A single-subject, multiple probe, and multiple baseline design across three participants was used to explore the impact of the intervention on the number of genre elements within, and the holistic quality of, the informative, written essays of those participants. Findings indicated that SRSD paired with iPad technology accelerated the positive direction of the writing measures, improving the participants' written endeavors in comparison to their baseline attempts. Results also demonstrated SRSD per se to be a powerful writing strategy, with teacher-led instruction playing a key role in its success. Implications and recommendations for future research and practice are provided.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496965
Database: ERIC
FullText Text:
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  Data: Beyond Regulated Writing: The Effects of Self-Regulation Procedures Enhanced with Technology on Informative Writing of Kuwaiti Adolescents with ASD
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  Data: <searchLink fieldCode="AR" term="%22Huda+A%2E+Almumen%22">Huda A. Almumen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5631-9561">0000-0001-5631-9561</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sharon+L%2E+Raimondi%22">Sharon L. Raimondi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(1):30-42.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kuwait%22">Kuwait</searchLink>
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  Data: 10.1177/01626434251318930
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  Data: 0162-6434<br />2381-3121
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  Data: This research exploration sought to investigate the effects of self-regulated strategy development (SRSD), enhanced with the use of tablets (iPads), on the informative writing performance of Kuwaiti, English as a Second Language (ESL) adolescents with autism spectrum disorders (ASD). A single-subject, multiple probe, and multiple baseline design across three participants was used to explore the impact of the intervention on the number of genre elements within, and the holistic quality of, the informative, written essays of those participants. Findings indicated that SRSD paired with iPad technology accelerated the positive direction of the writing measures, improving the participants' written endeavors in comparison to their baseline attempts. Results also demonstrated SRSD per se to be a powerful writing strategy, with teacher-led instruction playing a key role in its success. Implications and recommendations for future research and practice are provided.
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  Data: EJ1496965
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        Value: 10.1177/01626434251318930
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Foreign Countries
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      – SubjectFull: High School Students
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      – SubjectFull: Kuwait
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