Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research

Erica B. McClure; Robert C. Pennington; Stacy Crawford Bewley

doi:10.1177/10883576231221980

Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research

Erica B. McClure, Robert C. Pennington, Stacy Crawford Bewley

Early Childhood, Special Education, and Counselor Education

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.

Original language	English
Pages (from-to)	139-149
Number of pages	11
Journal	Focus on Autism and Other Developmental Disabilities
Volume	39
Issue number	3
DOIs	https://doi.org/10.1177/10883576231221980
State	Published - Sep 2024

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2024.

Keywords

autism
interventions
research
systematic review
writing

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Neurology
Cognitive Neuroscience
Clinical Neurology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1177/10883576231221980

Cite this

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abstract = "Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.",

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year = "2024",

month = sep,

doi = "10.1177/10883576231221980",

language = "English",

volume = "39",

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Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research. / McClure, Erica B.; Pennington, Robert C.; Bewley, Stacy Crawford.
In: Focus on Autism and Other Developmental Disabilities, Vol. 39, No. 3, 09.2024, p. 139-149.

Research output: Contribution to journal › Article › peer-review

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AU - Pennington, Robert C.

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N2 - Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.

AB - Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.

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Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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