Supporting Writing Development During COVID-19: A Survey of Parents of Children With Autism Spectrum Disorder

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Perspectives on Research and Practice in Special and Inclusive Education

Abstract

This study surveyed parents of elementary-age (K-6th grade) children with autism spectrum disorder (ASD) to learn about writing development and instruction during COVID-19. Participating parents completed an online survey that asked about school- and non-school-based formal and informal writing supports as well as perceptions about their child’s writing development and access to appropriate writing instruction prior to and during COVID-19. Findings highlight that parents played an increased role in facilitating writing instruction during the COVID-19 pandemic and that parent perceptions about writing achievement and appropriate writing instruction decreased during the pandemic disruption. Implications for future research are discussed that highlight ongoing ways to support the writing and broader literacy development of children with ASD following the COVID-19 pandemic.

Authors

• Matthew Zajic, Teachers College, Columbia University

• Nancy McIntyre, University of Central Florida