Writing skills and their teaching procedures for children with Autism Spectrum Disorder: a review

• Autor(a) principal: Sella, Ana Carolina
• Data de Publicação: 2020
• Outros Autores: Silva, Williany dos Santos, Santos, Isvânia Alves dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/43482
• topic: Teaching of writing; autism; literature review.; Enseñanza de escritura; autismo; revisión de literatura.; Ensino de escrita; Autismo; Revisão de literatura

Writing is a fundamental tool to humankind: it allows various forms of socialization, communication, organization, self-advocacy and artistic expression. The focus of this systematic literature review was to systematize the knowledge described in intervention articles aiming to teach writing to children with Autism Spectrum Disorder (ASD). This was an attempt to answer which writing skills are being taught to this population and which procedures are being used to teach them. A literature review was conducted in 5 interdependent phases that based a systematic analysis. After all 5 phases of analysis, 6 articles remained that had all of the described criteria. Overall, there was variability in the participants age, intervention settings, target writing skills, teaching procedures, and in procedure implementation format and media. Periodical literature reviews are recommended, and future empirical studies should continue to investigate the relations between the dependent and independent variables described in the revised studies and other relations, beyond the ones that were targeted at these interventions should be studied, aiming at building a more robust body of evidence for teaching different writing skills for people with ASD.