Date of Award

Fall 2013

Project Type


Program or Major

Communication Sciences and Disorders

Degree Name

Master of Science

First Advisor

Penelope Webster


The writing of 5 adolescent boys with Asperger's syndrome between the ages of 13 - 18 was examined relative to age and gender-matched typically-developing children. The investigator collected writing samples across three genres: narrative, expository, and persuasive. The samples were analyzed both quantitatively and qualitatively using a variety of measures. Consistent with the investigator's expectations, results indicated that, relative to controls, students with Asperger's syndrome performed significantly poorer on higher-order aspects of writing: coherence, cohesion, and perspective-taking while not significantly different on spelling, a lower-order aspect. An unpredicted finding was that the children with Asperger's syndrome made significantly more grammatical errors than their age-matched controls.