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Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.1988-2006 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorder Instruction Research synthesis Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006[article] Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.1988-2006.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006
Mots-clés : Autism Autism spectrum disorder Instruction Research synthesis Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 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 ZAJIC in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
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 et/ou numérique Auteurs : Matthew 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 : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101471[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 et/ou numérique] / Matthew 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 : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder / E. HILVERT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : E. HILVERT, Auteur ; D. DAVIDSON, Auteur ; C. M. SCOTT, Auteur Article en page(s) : p.3412-3425 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Executive functioning Expository Writing Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425[article] An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / E. HILVERT, Auteur ; D. DAVIDSON, Auteur ; C. M. SCOTT, Auteur . - p.3412-3425.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425
Mots-clés : Autism spectrum disorder Executive functioning Expository Writing Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Assessment of personal narrative writing in children with and without Autism Spectrum Disorder / Elizabeth HILVERT in Research in Autism Spectrum Disorders, 69 (January 2020)
[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 Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome / L. G. JACKSON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur Année de publication : 2018 Article en page(s) : p.708-721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders College Learning strategy Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721[article] Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome [Texte imprimé et/ou numérique] / L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur . - 2018 . - p.708-721.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721
Mots-clés : Autism spectrum disorders College Learning strategy Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers / Matthew ZAJIC in Autism Research, 14-2 (February 2021)
PermalinkComparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome / Ariane B. SCHNEIDER in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
PermalinkConducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkWritten Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis / E. FINNEGAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
PermalinkThinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders / Michael GROSSMAN in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
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