Using Technology to Support Students with Autism Spectrum Disorders in the Writing Process

Written expression requires students to produce text in a way that requires coordination of a range of processes, including the physical aspect of forming letters, the cognitive and linguistic act of organizing the message in a way that best represents their ideas, and an awareness of the social components of writing. As a result, many students struggle with the writing process. Among those who struggle with writing are students with Autism Spectrum Disorder (ASD). An increasing number of students with ASD are being educated in general education classrooms (Callahan, Henson, & Cowan, 2008), including inclusive writing classrooms. It is therefore important that all teachers understand the areas of difficulty and general strengths for students with ASD, and how these areas might impact writing.  In this study, the authors examined the use of First Author® software to improve the quality and quantity of the writing of secondary students with ASD in a brief summer program, and explored whether the intervention would have social validity with the classroom teacher.

Link: https://files.eric.ed.gov/fulltext/EJ1088270.pdf

Citation:

Asaro-Saddler, Kristie, Haley Muir Knox, Holly Meredith, and Diana Akhmedjanova. "Using Technology to Support Students with Autism Spectrum Disorders in the Writing Process: A Pilot Study." Insights into Learning Disabilities 12, no. 2 (2015): 103-119.

Learn More About Educating Students with Autism: AT and Apps to Support Learners with Autism