Аннотация:Writing has become increasingly important on national and state assessments. Because of this, schools, districts, and states are reassessing writing instruction. Such assessment is all the more critical considering the number of children, including those with disabilities, who struggle with writing. One way to address this problem is by providing exemplary writing instruction in the primary grades. Although early intervention in writing is effective for students with learning disabilities (Saddler, Moran, Graham, & Harris, 2004), there has been little research conducted with struggling writers with other disabilities, in particular, those with Asperger syndrome (AS). Although the social and behavioral characteristics of children with AS have been well documented (Myles, 2005), little research has focused on how these characteristics affect academics. More important, there is a scarcity of writing intervention research for children with AS, even though writing is an area in which this population has considerable difficulty (Griffin, Griffin, Fitch, Albera, & Gingras, 2006). The characteristics of children with AS suggest that writing may be problematic, especially in the area of planning, for several reasons. First, these children have difficulty organizing their thoughts and transferring them to paper and may require extended planning time and assistance Effects of Planning Instruction on a Young Writer With Asperger Syndrome
