Assessment of personal narrative writing in children with and without Autism Spectrum Disorder

被引:13
|
作者
Hilvert, Elizabeth [1 ,2 ]
Davidson, Denise [1 ]
Gamez, Perla B. [1 ]
机构
[1] Loyola Univ, Dept Psychol, 1032 W Sheridan Rd, Chicago, IL 60660 USA
[2] Univ Wisconsin, Waisman Ctr, 1500 Highland Ave, Madison, WI 53705 USA
关键词
Writing; Personal narrative; Autism Spectrum Disorder; Theory of mind; HIGH-FUNCTIONING CHILDREN; WRITTEN EXPRESSION; STORY CHARACTERS; SCHOOL-AGE; LANGUAGE; MIND; INDIVIDUALS; ABILITIES; STUDENTS; DISABILITIES;
D O I
10.1016/j.rasd.2019.101453
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
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.
引用
收藏
页数:13
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