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 |
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| Language: | English |
| Authors: | Huda A. Almumen (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251318930 |
