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An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder.

Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were a...

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Published in:Journal of Autism & Developmental Disorders Vol. 49; no. 8; pp. 3412 - 3426
Main Authors: Hilvert, Elizabeth, Davidson, Denise, Scott, Cheryl M.
Format: research tables/charts Journal Article
Published: Springer Nature Aug2019
Online Access:View this record in EBSCOhost
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      dt: Aug2019
      vid: 49
      iid: 8
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-019-04057-2
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      tig:
        atl: An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder.
      aug:
        au:
          Hilvert, Elizabeth
          Davidson, Denise
          Scott, Cheryl M.
        affil: Department of Psychology, Loyola University Chicago, 1032 W. Sheridan Rd., 60660, Chicago, IL, USA
      sug:
        subj:
          Autism Spectrum Disorder Diagnosis
          Executive Function Evaluation
          Language Processing Evaluation
          Writing Evaluation
          Human
          Linguistics Evaluation
          Child
          Adolescence
          Questionnaires
          Experimental Studies
          Funding Source
          Child: 6-12 years
          Adolescent: 13-18 years
      ab: Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were also explored. Compared to NT peers, children with ASD wrote shorter expository texts that contained more grammatical errors, and needed more assistance from the experimenter to complete the writing assessment. However, the texts of children with and without ASD did not differ in their lexical diversity, use of writing conventions, and overall quality. Analyses also revealed that greater EF was associated with better writing outcomes in both groups. Educational implications of these findings are discussed.
      pubtype: Academic Journal
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        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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