COGNITIVE COMPONENTS OF DEVELOPMENTAL WRITING SKILL

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed.     

Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism?

Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers.