Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research-Reference-Cited by-同舟云学术

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

Published:2024-01-19 Issue: Volume: Page:
ISSN:1088-3576
Container-title:Focus on Autism and Other Developmental Disabilities
language:en
Short-container-title:Focus Autism Other Dev Disabl

Author:

McClure Erica B.¹,Pennington Robert C.²,Bewley Stacy Crawford³

Affiliation:

1. University of Louisville, Louisville, KY, USA

2. University of North Carolina-Charlotte, USA

3. Jefferson County Public Schools, Louisville, KY, USA

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.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Cognitive Neuroscience,Neurology (clinical),Neurology,Pediatrics, Perinatology and Child Health

Link

http://journals.sagepub.com/doi/pdf/10.1177/10883576231221980

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