Accardo, A. L., Finnegan, E. G., Kuder, S. J., & Bomgardner, E. M. (2019). Writing interventions for individuals with autism spectrum disorder: A research synthesis. Journal of Autism and Developmental Disorders, 1-19.
Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 79-85.
Asaro-Saddler, K. (2016). Writing instruction and self-regulation for students with autism spectrum disorders. Topics in Language Disorders, 36(3), 266-283.
Asaro-Saddler, K., Ellis-Robinson, T., & Eacker, H. (2019). Exploring the effects of a biopoem writing intervention on middle school students with autism spectrum disorder. Topics in Language Disorders, 39(2), 155-190.
Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2020). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD. Exceptionality, 1-17.
Ekblom, V. (2020). Adapting Teaching Methods and Approaches to Students with ASD.
Frank, N. (2021). Actions, Behaviors, Performance: A Study of a Third Grader with Special Needs and Writing during Tutoring Sessions (Doctoral dissertation, The William Paterson University of New Jersey).
Ingelin, B. L., Intepe-Tingir, S., & Hammons, N. C. (2021). Increasing the Number Sense Understanding of Preschool Students With ASD. Topics in Early Childhood Special Education, 02711214211006190.
Pennington, R. C., & Carpenter, M. (2019). Teaching written expression to students with autism spectrum disorder and complex communication needs. Topics in Language Disorders, 39(2), 191-207.
Price, J. R., Martin, G. E., Chen, K., & Jones, J. R. (2020). A preliminary study of writing skills in adolescents with autism across persuasive, expository, and narrative genres. Journal of Autism and Developmental Disorders, 50(1), 319-332.
Pullen, P. C., Kennedy, M. J., & Powell, S. R. (Eds.). (2018). Handbook of response to intervention and multi-tiered systems of support.
Sturm, J. M., Asaro-Saddler, K., & Nitzel, A. (2019). Administrator perspectives on writing instructional practices for students with complex learning needs: A pilot study. Topics in Language Disorders, 39(2), 208-227.
Zajic, M. C., & Asaro-Saddler, K. (2019). Issue Editors Foreword Supporting Writers Across the Autism Spectrum.
Zajic, M. C., Dunn, M., & Berninger, V. W. (2019). Case studies comparing learning profiles and response to instruction in autism spectrum disorder and oral and written language learning disability at transition to high school. Topics in Language Disorders, 39(2), 128-154.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). Overt planning behaviors during writing in school-age children with autism spectrum disorder and attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 100, 103631.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties. Research in Autism Spectrum Disorders, 76, 101590.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). 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. Autism Research.
Zajic, M. C., & Wilson, S. E. (2020). Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework. Research in Autism Spectrum Disorders, 70, 101471.
Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 79-85.
Asaro-Saddler, K. (2016). Writing instruction and self-regulation for students with autism spectrum disorders. Topics in Language Disorders, 36(3), 266-283.
Asaro-Saddler, K., Ellis-Robinson, T., & Eacker, H. (2019). Exploring the effects of a biopoem writing intervention on middle school students with autism spectrum disorder. Topics in Language Disorders, 39(2), 155-190.
Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2020). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD. Exceptionality, 1-17.
Ekblom, V. (2020). Adapting Teaching Methods and Approaches to Students with ASD.
Frank, N. (2021). Actions, Behaviors, Performance: A Study of a Third Grader with Special Needs and Writing during Tutoring Sessions (Doctoral dissertation, The William Paterson University of New Jersey).
Ingelin, B. L., Intepe-Tingir, S., & Hammons, N. C. (2021). Increasing the Number Sense Understanding of Preschool Students With ASD. Topics in Early Childhood Special Education, 02711214211006190.
Pennington, R. C., & Carpenter, M. (2019). Teaching written expression to students with autism spectrum disorder and complex communication needs. Topics in Language Disorders, 39(2), 191-207.
Price, J. R., Martin, G. E., Chen, K., & Jones, J. R. (2020). A preliminary study of writing skills in adolescents with autism across persuasive, expository, and narrative genres. Journal of Autism and Developmental Disorders, 50(1), 319-332.
Pullen, P. C., Kennedy, M. J., & Powell, S. R. (Eds.). (2018). Handbook of response to intervention and multi-tiered systems of support.
Sturm, J. M., Asaro-Saddler, K., & Nitzel, A. (2019). Administrator perspectives on writing instructional practices for students with complex learning needs: A pilot study. Topics in Language Disorders, 39(2), 208-227.
Zajic, M. C., & Asaro-Saddler, K. (2019). Issue Editors Foreword Supporting Writers Across the Autism Spectrum.
Zajic, M. C., Dunn, M., & Berninger, V. W. (2019). Case studies comparing learning profiles and response to instruction in autism spectrum disorder and oral and written language learning disability at transition to high school. Topics in Language Disorders, 39(2), 128-154.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). Overt planning behaviors during writing in school-age children with autism spectrum disorder and attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 100, 103631.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties. Research in Autism Spectrum Disorders, 76, 101590.
Zajic, M. C., Solari, E. J., McIntyre, N. S., Lerro, L., & Mundy, P. C. (2020). 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. Autism Research.
Zajic, M. C., & Wilson, S. E. (2020). Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework. Research in Autism Spectrum Disorders, 70, 101471.
