With the rapid advance of information technologies, human beings increasingly rely on computers to accumulate, process, and make use of data. Knowledge discovery techniques have been proposed to automatically search large volumes of data for patterns.Group Support Systems (GSS) play an important role in streamlining group activities and improving group outcomes. Various attempts have been made to help automate several tasks in group activities under GSS environment. One of the approaches is to apply automatic approach to idea organization task in GSS.This research designed and tested an SVD-enabled system to automate the idea organization task in GSS. Specifically, this research was conducted to examine how the idea organization task, typically regarded as the most labor-intensive and cognitively demanding in group problems solving, can be automated using a system enabled by singular value decomposition techniques. For the purpose of evaluation, we compared the performance of our automated approach using SVD algorithm against that of human subjects. Two separate experiments were conducted to evaluate the performance of the automatic approach on two essential components of an idea organization; namely, generation of topic categories and placement of relevant comments into their respective categories.The general conclusion that can be made from this research is that idea organization in group problem solving can be facilitated both efficiently and effectively with the SVD-enabled system that can automatically generate topic categories and place relevant comments into their respective topic categories. Therefore, our automatic approach may provide a useful and promising tool for the idea organization task in GSS.

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In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack of evidence-based practices implemented in the classroom. The purpose was to design an integrated strategy instruction tool with an SEL framework, to provide potentially more feasible and equitable writing instruction for elementary students with ASD in general education classrooms. Therefore, a relationship skills themed expressive writing unit aligned with fifth grade language arts Florida State Standards was developed. Specifically, the researcher integrated the SRSD model into a five-day themed writing unit that teaches mnemonic writing strategies. The writing unit utilizes high-quality, SEL themed children's literature, cooperative learning practices, writing stations, and many formative assessment opportunities. In the future, the researcher's next step is to implement the writing unit in a general education classroom with a substantial ASD population to examine its efficacy and effectiveness. Hopefully, the feasibility of this innovative writing unit will decrease the research-practice gap that general education teachers face.