Instructional Practice for Students With Autism Spectrum and Related Disorders: Exploring the Teaching of Writing in Two Self-Contained Classrooms

ABSTRACT

Writing is an important skill that pervades all subjects and is required for postschool success. Many students with autism spectrum disorders (ASD) struggle with writing, yet it has been an underresearched area. To determine what writing practices are being implemented with students with ASD, we observed the practices of two teachers who instruct writers with ASD in self-contained classrooms. We then compared these practices to evidence-based practices in writing instruction. The research questions for this descriptive study were as follows: (a) What practices do teachers of children with ASD use to foster writing development? and (b) Is this instruction consistent with evidence-based practice in writing? Results indicated that teachers often utilized the practices recommended for all writers, with some unique supports provided based on the individual needs of the students with ASD. We discuss implications for teachers of writers with ASD and provide recommendations for future practice.