Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

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Gillespie-Lynch, K., Hotez, E., Zajic, M., Riccio, A., DeNigris, D., Kofner, B., Bublitz, D., Gaggi, N., & Luca, K. (2020). Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students. Autism, 24(7), 1898-1912. https://doi.org/10.1177/1362361320929453

Publication date: 8 Jul 2020 Added to AutiHub: 18 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
9
Publication authors identified as autistic
1 / 9 (11.1%)
  1. Kristen Gillespie-Lynch
  2. Emily Hotez
  3. Matthew Zajic
  4. Ariana Riccio
  5. Danielle DeNigris
  1. Bella Kofner *
  2. Dennis Bublitz
  3. Naomi Gaggi
  4. Kavi Luca

Abstract

The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across developmental and social contexts. Through a participatory research approach, autistic university students contributed to the current study examining the writing strengths and challenges of autistic (n = 25) and nonautistic (n = 25) university students. Autistic participants demonstrated more advanced writing skills, more perfectionistic attitudes about writing, and heightened nonverbal intelligence relative to nonautistic students. Autistic students did not exhibit reduced Theory of Mind skills. Although heightened nonverbal intelligence and being autistic were both initially predictive of writing quality, autism was no longer associated with writing quality after accounting for nonverbal intelligence. Findings suggest that autistic university students may often have enhanced cognitive and writing skills but may face challenges overcoming perfectionism. This research highlights the value of participatory collaborations with autistic students for identifying strengths that can help autistic students succeed in college. Lay abstract We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people’s points of view when writing. Autistic people sometimes have difficulties understanding others’ points of view. Yet, autistic people often work much harder to understand others’ points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed.

Bibliography cited by this reference

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 20 Sep 2026 01:01.

Cited references
107
With a DOI
85
Without a DOI, from raw bibliography text
17
13 / 107 (12.1%) cited references include at least one author identified as autistic.
References with data to complete
10 / 107 (9.3%)
References with detected author names
106 / 107 (99.1%)
Without detected author names
1
Without a structured title
10
Without a stable identifier
16
References with raw author names still to review
1
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
348
From DOI or external metadata
348
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
1
114 / 348 (32.8%) names are linked to an author already present in AutiHub. 234 / 348 (67.2%) names are not yet linked.
Names linked to a person identified as autistic
26 / 348 (7.5%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 26 / 114 (22.8%). Distinct people identified as autistic: 16 / 300 (5.3%).
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