Comparaison des compétences rédactionnelles d’étudiants universitaires autistes et non autistes : une collaboration avec des étudiants universitaires autistes

Titre original en anglais : Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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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: 08/07/2020 Ajout dans AutiHub: 18/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

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Auteurs

Auteur·ices des publications
9
Auteur·ices de la publication identifié·es comme autistes
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

Résumé

Les compétences rédactionnelles des étudiants universitaires autistes ont reçu très peu d’attention empirique. Des recherches antérieures ont suggéré que les personnes autistes peuvent éprouver des difficultés à écrire, en partie en raison de difficultés liées à la théorie de l’esprit. Cependant, d’autres recherches indiquent que les difficultés de théorie de l’esprit sont loin d’être universelles dans l’autisme et varient selon les contextes développementaux et sociaux. Dans le cadre d’une approche de recherche participative, des étudiants universitaires autistes ont contribué à la présente étude examinant les forces et les difficultés rédactionnelles d’étudiants universitaires autistes (n = 25) et non autistes (n = 25). Les participants autistes ont démontré des compétences rédactionnelles plus avancées, des attitudes plus perfectionnistes à l’égard de l’écriture et une intelligence non verbale plus élevée que les étudiants non autistes. Les étudiants autistes n’ont pas présenté de compétences réduites en théorie de l’esprit. Bien qu’une intelligence non verbale plus élevée et le fait d’être autiste aient tous deux initialement prédit la qualité de l’écriture, l’autisme n’était plus associé à la qualité de l’écriture après prise en compte de l’intelligence non verbale. Les résultats suggèrent que les étudiants universitaires autistes peuvent souvent avoir des compétences cognitives et rédactionnelles accrues, mais peuvent rencontrer des difficultés à surmonter le perfectionnisme. Cette recherche met en évidence la valeur des collaborations participatives avec des étudiants autistes pour repérer les forces qui peuvent aider les étudiants autistes à réussir à l’université. Résumé grand public Nous savons très peu de choses sur les compétences rédactionnelles des étudiants universitaires autistes. Des études menées auprès d’enfants et d’adolescents autistes montrent que certains jeunes autistes ont des difficultés à écrire. D’autres personnes autistes sont des rédacteurs talentueux. En fait, certaines personnes autistes préfèrent écrire plutôt que parler. Les bons rédacteurs imaginent souvent les points de vue d’autres personnes lorsqu’ils écrivent. Les personnes autistes ont parfois des difficultés à comprendre les points de vue des autres. Pourtant, les personnes autistes s’efforcent souvent beaucoup plus de comprendre les points de vue des autres que les personnes non autistes. Nous avons collaboré avec des chercheurs étudiants universitaires autistes afin de déterminer si les étudiants universitaires autistes écrivent mieux ou moins bien que les étudiants non autistes. Les étudiants universitaires autistes de notre étude étaient de meilleurs rédacteurs que les étudiants non autistes. Les étudiants autistes de notre étude avaient une intelligence non verbale plus élevée que les étudiants non autistes. Les étudiants autistes se mettaient également davantage de pression pour écrire parfaitement que les étudiants non autistes. Les étudiants autistes n’ont montré aucune difficulté à comprendre les autres esprits. Cette étude montre que certains étudiants universitaires autistes ont des compétences rédactionnelles et une intelligence plus élevées que les étudiants universitaires non autistes. Toutefois, les étudiants autistes peuvent être trop exigeants envers eux-mêmes concernant leur écriture. Des activités amusantes qui aident les étudiants à explorer leurs idées sans pression, telles que des jeux de théâtre, peuvent aider les étudiants autistes à être moins exigeants envers leur écriture. Les enseignants peuvent aider les étudiants autistes à s’exprimer par l’écriture en les encourageant à écrire sur leurs centres d’intérêt, en leur donnant suffisamment de temps pour écrire et en leur permettant d’écrire à l’aide d’ordinateurs s’ils le souhaitent. Cette étude montre que les collaborations avec des personnes autistes peuvent nous aider à comprendre les forces qui peuvent aider les personnes autistes à réussir.

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.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 19/09/2026 23:31.

Références citées
107
Avec un DOI
85
Sans DOI, à partir du texte brut de la bibliographie
17
13 / 107 (12,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
10 / 107 (9,3 %)
Références avec noms d’auteurices détectés
106 / 107 (99,1 %)
Sans nom d’auteurice détecté
1
Sans titre structuré
10
Sans identifiant stable
16
Références avec noms bruts d’auteurices restant à vérifier
1
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
348
À partir du DOI ou de métadonnées externes
348
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
1
114 / 348 (32,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 234 / 348 (67,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
26 / 348 (7,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 26 / 114 (22,8 %). Personnes distinctes identifiées comme autistes : 16 / 300 (5,3 %).
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