Comparing narrative writing of autistic and non-autistic College students

We compared short stories by autistic ( n = 19) and non-autistic ( n = 23) university students. We used automated software and content analysis to code students’ stories. We found that writings were more similar than different. However, autistic students’ stories were rated at a higher reading level ( p = .013) than non-autistic students’. Autistic students’ stories contained fewer grammatical errors ( p = .02) but were less likely to include a climax ( p = .026). Autistic students reported more positive writing affect than non-autistic students ( p = .026). Higher writing affect was associated with writing highly fictional texts ( p = .03) that contained more sentences ( p = .005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing.