Abstract
This study sought to evaluate the impact of procedural facilitator training on the opinion writing paragraphs of elementary school-age students with autism spectrum disorder (ASD). Using a multiple probe, across participants' design, four children with ASD between the ages of 9 and 11 participated in procedural facilitator training through a series of lessons delivered via Zoom. Data were collected on measures of overall writing quality including paragraph elements, correct word sequences, and total words written in response to an opinion prompt. Social validity was measured using a short, online questionnaire. Procedural facilitator training in opinion writing led to increased measures of writing quality across participants. These increases were maintained across participants. Results of this study demonstrated that procedural facilitator training improved the opinion writing of elementary school-aged children with autism. Social validity results suggest that the participants have increased confidence in writing and see the value in planning before an opinion writing task.
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