Digital Stories in Writing Instruction for Middle School Students with Autism
Bibliographic record
Abstract
The purpose of this study was to examine the effect of computer-assisted writing instruction using digital stories for middle school students with autism. Four students diagnosed with Autism Spectrum Disorders (ASD) participated in the study. A single-subject, multiple-baseline research design across students with ABC phases was used to evaluate students’ learning. During the baseline, students were assigned topics for free writing. During the intervention, digital pictures were presented to teach students to develop six compositions following the four stages of writing, including planning, drafting, editing and publishing. Each composition was evaluated by teachers to record total number of written words, correct words, and complete sentences as well as writing quality. Subsequently, the students were assigned to develop their own digital stories for two selected topics to evaluate their skill maintenance. Results showed that the students increased their number of written words and complete sentences when computer-assisted digital stories were applied within writing instruction. It indicates that using technology in writing instruction has potential to support students with autism.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".