ArticleJournal of autism and developmental disorders2019
An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder.
Article in Journal of autism and developmental disorders, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- The Effects of Behavioral Relaxation Training on Academic Task Completion Among Students with Autism in Inclusive Classrooms: A Single-Subject Design Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability.Frontiers in psychology · 2021Article
- Assessment of Personal Narrative Writing in Children with and without Autism Spectrum Disorder.Research in autism spectrum disorders · 2020Article
- Conventions for unconventional language: Revisiting a framework for spoken language features in autism.Autism & developmental language impairmentsReview
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
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.
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Registered trials
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