[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594778-105":3,"doc-detail-594778-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","attention-and-written-expression-in-school-age-high-functioning-children-with-autism-spectrum-disorders","Attention and written expression in school-age, high-functioning children with autism spectrum disorders","","High-functioning children with autism spectrum disorders often struggle with writing. Writing difficulties may reflect autism-specific factors or broader effects of attention disturbance, given frequent comorbidity with attention-deficit/hyperactivity disorder (ADHD). To test this, a study examined 155 school-age children across four diagnostic groups and compared word production, theme development, and text organization writing scores. Results suggest attention disturbance is linked to reduced theme development and organization, especially in the HFASD-H group.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/attention-and-written-expression-in-school-age-high-functioning-children-with-autism-spectrum-disorders/594778/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/attention-and-written-expression-in-school-age-high-functioning-children-with-autism-spectrum-disorders/594778.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What writing difficulties are common in high-functioning children with autism spectrum disorders?","Question",{"text":63,"@type":64},"High-functioning children with autism spectrum disorders often find writing challenging, particularly in aspects such as word production, theme development, and text organization.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the study evaluate the role of attention disturbance in writing?",{"text":68,"@type":64},"The study examined 155 school-age children across four diagnostic groups, including HFASD subgroups with lower vs higher ADHD symptoms, an ADHD-only group, and typical development, then compared specific writing scores.",{"name":70,"@type":61,"acceptedAnswer":71},"Which group showed the greatest risk for writing difficulties related to attention?",{"text":72,"@type":64},"The findings indicate that children with HFASD-H (higher ADHD symptoms) may be at greater risk for writing difficulties than children with HFASD-L (lower ADHD symptoms).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594778,1792167621,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Original Article  \nAttention and written expression in school-age, high-functioning children with autism spectrum disorders  \nMatthew C Zajic 1, Nancy McIntyre 1, Lindsay Swain-Lerro 1, Stephanie Novotny2, Tasha Oswald3 and Peter Mundy 1,3  \nAutism  \n2018, Vol. 22(3) 245–258  \n© The Author(s) 2016  \nReprints and permissions: [sagepub.co.uk/journalsPermissions.nav](sagepub.co.uk/journalsPermissions.nav)[ ](sagepub.co.uk/journalsPermissions.nav)[DOI: 10.1177/1362361316675121](DOI: 10.1177/1362361316675121)[ ](DOI: 10.1177/1362361316675121)[journals.sagepub.com/home/aut](journals.sagepub.com/home/aut)  \nAbstract  \nHigh-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties maybe specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attentiondeficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.  \nKeywords  \nacademic achievement, attention-deficit/hyperactivity disorder, autism spectrum disorders, cognition (attention, learning, memory), school-age children, writing processes, written communication, written expression  \nIntroduction  \nAutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication impairments and restricted or repetitive behavioral patterns (American Psychiatric Association, 2013) . Current prevalence estimates indicate one in 68 children is affected by ASD (Centers for Disease Control and Prevention, 2014) . In all, 44% of affected children have average intellectual abilities, 24% have intelligence quotients (IQs) in the borderline range, and 32% are comorbid for intellectual disabilities (Christensen et al., 2016) . Those children without intellectual disabilities are often referred to as affected by high-functioning autism spectrum disorder (HFASD) . Their profile of intellectual development, along with evidence of the benefits of inclusion, have led to increasing numbers of children with HFASD participating in regular  \neducation classes and curriculums in elementary and especially secondary school (Ferraioli and Harris, 2011; Wei et al., 2014) .  \nWith the entry of more children into regular education, research on ASD has begun to pivot to understand learning and academic development needs of children with HFASD (e.g. Machalicek et al., 2008; Mundy et al., 2009; Randi  \n1 UC Davis School of Education, USA  \n2Institute of Living, USA  \n3UC Davis MIND Institute, USA  \nCorresponding author:  \nMatthew C Zajic, UC Davis School of Education, One Shields Ave., Davis, CA 95616, USA.  \n[Email: mczajic@ucdavis.edu](Email: mczajic@ucdavis.edu)  \net al., 2010) . Several studies, for exa","cbCaikHe75xm5u64","https://ap.wps.com/l/cbCaikHe75xm5u64","pdf",697269,14,"English","# Abstract\n# Introduction","[{\"question\":\"What writing difficulties are common in high-functioning children with autism spectrum disorders?\",\"answer\":\"High-functioning children with autism spectrum disorders often find writing challenging, particularly in aspects such as word production, theme development, and text organization.\"},{\"question\":\"How did the study evaluate the role of attention disturbance in writing?\",\"answer\":\"The study examined 155 school-age children across four diagnostic groups, including HFASD subgroups with lower vs higher ADHD symptoms, an ADHD-only group, and typical development, then compared specific writing scores.\"},{\"question\":\"Which group showed the greatest risk for writing difficulties related to attention?\",\"answer\":\"The findings indicate that children with HFASD-H (higher ADHD symptoms) may be at greater risk for writing difficulties than children with HFASD-L (lower ADHD symptoms).\"}]","Attention and written expression in school-age, high-functioning children with autism spectrum disorders | PDF",1792079828,35,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]