Comparing narrative writing of autistic and non-autistic College students / Sergey SHEVCHUK-HILL in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Titre : Comparing narrative writing of autistic and non-autistic College students Type de document : texte imprimé Auteurs : Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.3901-3915 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Comparing narrative writing of autistic and non-autistic College students [texte imprimé] / Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.3901-3915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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