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Edgar Allan Poe/Sullivan's Island Library
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West Ashley Library
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Wando Mount Pleasant Library
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Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 6 p.m.
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
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Main Library
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Observing Visual Attention and Writing Behaviors during a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers
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- Author(s): Zajic, Matthew Carl; Solari, Emily Jane; McIntyre, Nancy Susan; Lerro, Lindsay; Mundy, Peter Clive
- Language:
English- Source:
Grantee Submission. 2021.- Publication Date:
2021- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 38
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R324B180034
R324B160038
R324A120168 - Subject Terms:
- Subject Terms:
- Accession Number: 10.1002/aur.2383
- Abstract: Children with autism spectrum disorder (ASD) demonstrate heterogeneous writing skills that are generally lower than their typically developing (TD) peers and similar to peers with attention difficulties like attention-deficit/hyperactivity disorder (ADHD). Recent evidence suggests children with ASD spend less time engaging in writing tasks compared to their peers, but previous studies have not examined how children engage with the task environments of writing tasks. This study used video observation data collected from 121 school-age children (60 children with ASD, 32 children with ADHD, and 29 TD children) to compare differences in visual attention and writing task behaviors and relationships between behaviors and age, cognitive skills, and ASD and ADHD symptom severity. Findings indicated that groups mostly spent time looking at and writing on the draft, though this was lowest in the ASD group. No differences were found between the ASD and ADHD groups after accounting for duration as a percentage of total task time used. Groups spent little time looking at their outlines and looking away from the task, with all groups spending relatively more time looking at the task picture. Time spent engaged with the draft showed a positive relationship with writing performance across groups, but a negative relationship between time spent looking at the task picture and writing performance only appeared for the ADHD group. The ASD and ADHD groups showed negative associations between draft engagement and ASD symptom severity but not ADHD symptom severity. Implications are discussed for understanding writing task engagement in research and instructional contexts. [This paper was published in "Autism Research."]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2021
- Accession Number: ED612667
- Peer Reviewed:
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