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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Bibliographic Details
Published in:Journal of autism and developmental disorders 2019-08, Vol.49 (8), p.3412-3425
Main Authors: Hilvert, Elizabeth, Davidson, Denise, Scott, Cheryl M.
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorder - physiopathology
Autism Spectrum Disorder - psychology
Autistic children
Behavioral Science and Psychology
Child
Child and School Psychology
Children
Conventions
Elementary school students
Error Patterns
Executive Function
Expository Writing
Female
Grammar
Health aspects
Humans
Linguistic analysis (Linguistics)
Linguistics
Male
Neurosciences
Original Paper
Pediatrics
Pervasive Developmental Disorders
Psychological aspects
Psychology
Public Health
Writing
Writing Ability
Writing Achievement
Writing skills
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Summary: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.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-019-04057-2