Writing in Two Children With Autism: A Case Study for Assessment and Goal Development Purpose Writing is an important consideration for children with an Autistic Spectrum Disorder (ASD), especially when included in general education environments. This case study of an inclusive classroom provides a comprehensive description of writing processes allowing for demonstration of an assessment procedure and goal development. The case studied is a ... Article
Article  |   September 08, 2017
Writing in Two Children With Autism: A Case Study for Assessment and Goal Development
Author Affiliations & Notes
  • Anthony D. Koutsoftas
    Department of Speech-Language Pathology, Seton Hall University, South Orange, NJ
  • Disclosures
    Disclosures ×
  • Financial: Anthony Koutsoftas has no relevant financial interests to disclose.
    Financial: Anthony Koutsoftas has no relevant financial interests to disclose.×
  • Nonfinancial: This data were presented in poster format at the 2011 Annual Meeting of the American Speech, Language, and Hearing Association in San Diego, CA.
    Nonfinancial: This data were presented in poster format at the 2011 Annual Meeting of the American Speech, Language, and Hearing Association in San Diego, CA.×
Article Information
Development / Special Populations / Autism Spectrum / School-Based Settings / Professional Issues & Training / Attention, Memory & Executive Functions / Part 1
Article   |   September 08, 2017
Writing in Two Children With Autism: A Case Study for Assessment and Goal Development
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 20-33. doi:10.1044/persp2.SIG16.20
History: Received April 18, 2017 , Revised June 23, 2017 , Accepted June 26, 2017
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 20-33. doi:10.1044/persp2.SIG16.20
History: Received April 18, 2017; Revised June 23, 2017; Accepted June 26, 2017

Purpose Writing is an important consideration for children with an Autistic Spectrum Disorder (ASD), especially when included in general education environments. This case study of an inclusive classroom provides a comprehensive description of writing processes allowing for demonstration of an assessment procedure and goal development. The case studied is a 6th grade inclusion classroom whereby 2 students were included and diagnosed with an ASD, their typically developing classmates served as a control group.

Method One 6th grade classroom participated in this study and included 2 children receiving services for ASD and 15 classmates. Children completed a 3-day writing process task whereby they planned, wrote, and revised a narrative story on three separate days.

Results Individual writing profiles of children with ASD revealed writing process skills consistent with each child's cognitive-linguistic learning profile.

Discussion Findings from this study highlight the need to use cognitive linguistic profiles alongside writing samples to develop appropriate and attainable IEP goals for children with ASD. Implications for assessment, IEP goal development, and future directions for research and intervention are provided with particular focus on inclusive classroom settings.

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