Literaturnachweis - Detailanzeige
| Autor/inn/en | Gillespie-Lynch, Kristen; Hotez, Emily; Zajic, Matthew; Riccio, Ariana; DeNigris, Danielle; Kofner, Bella; Bublitz, Dennis; Gaggi, Naomi; Luca, Kavi |
|---|---|
| Titel | Comparing the Writing Skills of Autistic and Nonautistic University Students: A Collaboration with Autistic University Students |
| Quelle | In: Autism: The International Journal of Research and Practice, 24 (2020) 7, S.1898-1912 (15 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Gillespie-Lynch, Kristen) ORCID (Zajic, Matthew) ORCID (Riccio, Ariana) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1362-3613 |
| DOI | 10.1177/1362361320929453 |
| Schlagwörter | Writing Skills; Autism; Pervasive Developmental Disorders; College Students; Writing Difficulties; Theory of Mind; Writing Attitudes; Writing Achievement; Nonverbal Ability; Personality Traits; Intelligence; Intelligence Tests; Reading Tests; Test of Nonverbal Intelligence; Woodcock Reading Mastery Test |
| Abstract | The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across developmental and social contexts. Through a participatory research approach, autistic university students contributed to the current study examining the writing strengths and challenges of autistic (n = 25) and nonautistic (n = 25) university students. Autistic participants demonstrated more advanced writing skills, more perfectionistic attitudes about writing, and heightened nonverbal intelligence relative to nonautistic students. Autistic students did not exhibit reduced Theory of Mind skills. Although heightened nonverbal intelligence and being autistic were both initially predictive of writing quality, autism was no longer associated with writing quality after accounting for nonverbal intelligence. Findings suggest that autistic university students may often have enhanced cognitive and writing skills but may face challenges overcoming perfectionism. This research highlights the value of participatory collaborations with autistic students for identifying strengths that can help autistic students succeed in college. [For the corresponding grantee submission, see ED607171.] (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
