Overt Attentional and Writing Behaviors During Planning in Children With Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

• In Event: Improving Reading and Writing Instruction for Students With Specific Needs

Abstract

Children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) demonstrate writing difficulties. Few studies have examined their planning behaviors during writing. This study compared planning behaviors during a writing assessment between children with ASD and ADHD to each other and to typically developing (TD) peers. Groups did not differ in time spent looking at the task picture or looking away, but the ASD and ADHD groups spent less time engaged with the outline. Within groups, all groups spent more time looking at the outline compared to looking away, but only the ASD and TD groups spent less time looking at the picture compared to writing on the outline. Implications for future research and instructional practices are further discussed.

Authors

• Matthew Zajic, Teachers College, Columbia University

• Emily Solari, University of Virginia

• Nancy McIntyre, University of North Carolina - Chapel Hill

• Lindsay Lerro, The Listening Center

• Peter Mundy, University of California - Davis