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Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew Carl ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Titre : Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties Type de document : texte imprimé Auteurs : Matthew Carl ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter Clive MUNDY, Auteur Article en page(s) : p.101590 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4293 [article] Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties [texte imprimé] / Matthew Carl ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter Clive MUNDY, Auteur . - p.101590. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4293

Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework / Matthew Carl ZAJIC in Research in Autism Spectrum Disorders, 70 (February 2020) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471 Titre : Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework Type de document : texte imprimé Auteurs : Matthew Carl ZAJIC, Auteur ; Sarah Emily WILSON, Auteur Article en page(s) : p.101471 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Education  Handwriting  Language  School-age  Spelling  Systematic review  Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4142 [article] Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework [texte imprimé] / Matthew Carl ZAJIC, Auteur ; Sarah Emily WILSON, Auteur . - p.101471. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471 Mots-clés : Autism spectrum disorder  Education  Handwriting  Language  School-age  Spelling  Systematic review  Writing Index. décimale : PER Périodiques Résumé : Background Descriptive and intervention research studies have identified writing as a challenge for many students with autism spectrum disorder (ASD). However, relatively little remains known about how these studies have examined specific writing skills, particularly from a writing research perspective. This study systematically reviewed descriptive and intervention studies using a language domains and mediational systems framework to examine how studies have examined transcription (handwriting and spelling) and translation/text generation (written expression) skills and associations between writing skills with language domain and mediational systems skills. Study quality indicators including reference to writing research and theory were also examined. Method From an initial screening of 1,958 records, 46 studies (29 descriptive and 17 intervention) were retained for inclusion. Studies were coded for study characteristics, quality indicators, and reported writing and writing-associated skills. Results Studies included 1,166 participants who were predominantly male with a verified ASD diagnosis but varied on other characteristics. Study quality was low for certain indicators (i.e., power analysis and generalization), and fewer studies referenced writing theory compared to writing research. Studies reported on different writing skills (transcription: 52%; translation/text generation: 70%) but infrequently reported on associations with language domains (0–7%) and mediational systems (24–43%). Conclusions Studies have focused predominantly on assessing transcription or translation/text generation skills with little systematic attention to relationships between writing and language domain or mediational systems skills. Reviewed studies offer preliminary findings, areas of needed future research, and implications for continued research into understanding and supporting the writing skill development of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101471 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4142