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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