Case Studies Comparing Learning Profiles and Response to Instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at Transition to High School

Zajic, Matthew; Dunn, Michael; Berninger, Virginia W.

doi:10.1097/tld.0000000000000180

Cited by 14 publications

(6 citation statements)

References 38 publications

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“…Berninger, 2000). Such associations have only been tentatively examined in individuals with autism (see Zajic et al, 2019; Zajic & Wilson, 2020). Broader measures of oral language and linguistic comprehension have been shown to be predictive of composition quality (Dockrell et al, 2014; Zajic et al, 2020), reading word recognition (Norbury & Nation, 2011), and some reading difficulties (McIntyre et al, 2017; Solari et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review

Finnegan

Asaro-Saddler

Zajic

2020

Autism

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This study compared pronoun use in individuals with autism to their typically developing peers via meta-analysis and systematic review of 20 selected articles to examine differences in overall pronoun usage as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns, and individual outcomes appeared to be moderated by multiple factors, including cognitive ability, first language, and overall language development. Implications and recommendations for assessment and intervention practices are discussed. Lay abstract This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment.

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Section: Discussionmentioning

confidence: 99%

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review

Finnegan

Asaro-Saddler

Zajic

2020

Autism

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“…As the picture is a visual stimulus, other assessments with no visuals may result in different behavioral engagement (e.g., look away more often, look to the outline more often for planning and ideas, or choose to end the task sooner). Furthermore, findings may differ by genre as narrative text demands differ from persuasive, personal and fictional narrative, and expository text demands [see Price, Martin, Chen, & Jones, 2020; Zajic, Dunn, & Berninger, 2019]. These plus other social and physical task environment concerns may be influential contextual variables that affect the measurement of observed behaviors using video observation [Yoder et al, 2018].…”

Section: Discussionmentioning

confidence: 99%

Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention‐Deficit/Hyperactivity Disorder and Typically Developing Peers

et al. 2020

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Children with autism spectrum disorder (ASD) demonstrate heterogeneous writing skills that are generally lower than their typically developing (TD) peers and similar to peers with attention difficulties like attention‐deficit/hyperactivity disorder (ADHD). Recent evidence suggests children with ASD spend less time engaging in writing tasks compared to their peers, but previous studies have not examined engagement specifically within the writing task environment. This study used video observation data collected from 121 school‐age children (60 children with ASD, 32 children with ADHD, and 29 TD children) to compare differences in visual attention and writing task behaviors and relationships between task behaviors and age, cognitive skills, and ASD and ADHD symptom severity. Findings indicated that groups mostly spent time looking at and writing on the draft, though this was lowest in the ASD group. No differences were found between the ASD and ADHD groups after accounting for task behavior durations as percentages of total used task time. Groups spent little time looking at their outlines and looking away from the task, with all groups spending relatively more time looking at the task picture. Time spent engaged with the draft showed a positive relationship with writing performance across groups, but a negative relationship between time spent looking at the task picture and writing performance only appeared for the ADHD group. The ASD and ADHD groups showed negative associations between draft engagement and ASD symptom severity but not ADHD symptom severity. Implications are discussed for understanding writing task engagement in research and instructional contexts. Lay Summary Children with autism spectrum disorder (ASD) demonstrate variable writing skills. Here, we examine how children with ASD engage during a writing task by using video observation data to compare their engagement to peers with and without attention difficulties. Findings indicate (a) lower draft engagement and similar task disengagement in children with ASD compared to their peers and (b) moderate‐to‐strong relationships between writing scores and ASD symptom severity with within‐task engagement in children with ASD and their peers with attention difficulties.

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“…Abogaron por estrategias y actividades basadas en investigación para los estudiantes. (Zajic et al, 2019) Dos adolescentes con problemas de aprendizaje del lenguaje, pero con discapacidades contrastantes (ASD y OWL LD) Batería de evaluación psicoeducativa, intervención informatizada y examen de composiciones de narración personal Encontraron patrones distintos de fortalezas y debilidades en los chicos, con solo el que tenía ASD sin mostrar respuesta a la instrucción y produciendo predominantemente texto fuera de tema.…”

Section: Enfoque Mixto (Cuantitativo Y Cualitativo) Utilizando Cuesti...unclassified

“…De manera similar ocurre con los estudiantes que poseen discapacidad específica como trastorno del espectro autista. Ellos presentan desafíos distintos y únicos en su aprendizaje de la escritura (Zajic et al, 2019).…”

Section: Introductionunclassified

Desafíos y estrategias en el proceso de redacción: Una revisión sistemática

López Chumbe,

Cangalaya Mauricio

2024

LATAM

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Sintetizar el conocimiento disponible sobre los desafíos presentes en el proceso de redacción en diversos contextos y las estrategias propuestas para superarlos, con el fin de proporcionar una perspectiva estructurada y amplia para mejorar la habilidad de escritura. Se realizó una revisión sistemática integradora, aplicando la metodología Prisma, de artículos publicados entre los años 2019 y 2023 en las bases de datos Scopus y Web of Science, utilizando la ecuación de búsqueda: ("Writing" OR "writing strategies" OR "writing process") AND "writing challenges". Se establecieron y aplicaron criterios de inclusión y exclusión para seleccionar estudios pertinentes al tema de los desafíos y estrategias en el proceso de redacción. Se incluyen y analizan 15 publicaciones académicas que abordan los desafíos y estrategias en el proceso de redacción, enfocándose en estudiantes de diversos niveles educativos y personal académico. La evidencia científica ha demostrado que los desafíos de escritura son comunes entre estudiantes y académicos, pero estrategias efectivas como talleres, gráficos organizadores digitales, y retroalimentación personalizada pueden ayudar a superar estos obstáculos y mejorar las habilidades de escritura

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Case Studies Comparing Learning Profiles and Response to Instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at Transition to High School

Cited by 14 publications

References 38 publications

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review

Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention‐Deficit/Hyperactivity Disorder and Typically Developing Peers

Desafíos y estrategias en el proceso de redacción: Una revisión sistemática

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