Doctor of Philosophy (PhD)
Educational Theory, Policy, and Practice
This study investigates the use of Digital Storytelling as an intervention to improve the academic performance and social interactions of a sixth grade student with High-Functioning Autism. Qualitative methodology, using an inductive approach informed by grounded theory, was employed throughout this exploratory case study. Three separate data sources, consisting of document analysis, interviews, and participant observation, contributed to the findings of this study. Triangulation of inquiry methods enhanced the validity and rigor of this investigation. The findings from this inquiry indicate that Digital Storytelling was beneficial to the participant in this exploratory case study. Engaged student processes and critical analysis of writing was observed throughout this intervention. The flexibility of Digital Storytelling was responsive to the learning style of preference of the participant in this study. Implications from this investigation are discussed at length. Recommendations are given for future efforts to replicate and expand the findings of this study.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Daigle, Brent A., "Digital storytelling as a literacy-based intervention for a sixth grade student with Autism Spectrum Disorder: an exploratory case study" (2008). LSU Doctoral Dissertations. 3022.
Margaret-Mary Sulentic Dowell