Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review.

LAY ABSTRACT: This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment.

Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis.

Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions.

Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices.

Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.