[article]
| Titre : |
Assessment of personal narrative writing in children with and without Autism Spectrum Disorder |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur |
| Article en page(s) : |
p.101453 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Writing Personal narrative Autism Spectrum Disorder Theory of mind |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2019.101453 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 |
in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101453
[article] Assessment of personal narrative writing in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Perla B. GÁMEZ, Auteur . - p.101453. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101453
| Mots-clés : |
Writing Personal narrative Autism Spectrum Disorder Theory of mind |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. Method This study included 22 children with ASD and 22?NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. Results The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. Conclusions Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2019.101453 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 |
|
Assessment of personal narrative writing in children with and without Autism Spectrum Disorder in Research in Autism Spectrum Disorders, 69 (January 2020)
