The ARWN study

Recruitment and First Meeting

Screening questionnaire

A parent or guardian completes a short screening form to confirm eligibility for the study.

Introductory meeting

We sit down with you and your parent or guardian to walk through the whole study, answer questions, and complete consent forms. We'll also cover everything that needs to be done before Session 1.

Bring completed before this session:

-Social Responsiveness Scale, 2nd ed. (SRS-2) — from parent

-Vineland Adaptive Behavior Scales, 3rd ed. (Vineland-3) — parent form

-Comprehensive Autistic Trait Inventory (CATI) — from participant

-Upload and bring an example of good writing

Assessments :

-Kaufman Brief Intelligence Test, 2nd ed. (KBIT-2)

-Woodcock-Johnson V — sentence writing fluency, decoding, and reading fluency

-Typing and handwriting fluency via one-minute sentence copying

Interview 1: Exploring writing through your eyes

This opening interview builds rapport and explores your relationship with writing. You'll share the writing sample you brought, discuss why you chose it, and reflect on your feelings, motivations, and experiences around writing. The session closes with a short video on writing communities to set the stage for later conversations.

Bring completed before this session:

-Monotropism questionnaire

-Writing engagement surveys (E-EAWAQ, E-PDWTQ, E-SPWW) — from participant

Assessments :

-Test of Word Reading Efficiency, 2nd ed. (TOWRE-2)

-Test of Written Language, 4th ed. (TOWL-4; Form A, handwritten) — all subtests

Interview 2: Exploring notions of "good writing"

You'll reflect on what "good writing" means to you in different contexts: your motivations, internal and external influences, how your definitions of quality shift with audience or purpose, your experience with tools like AI, and your ideal writing conditions.

Bring completed before this session:

-Writing Motivation Questionnaire (WMQ) — from participant

-Writing Tools Questionnaire — from participant

-School-age writing experiences worksheet

Assessments :

-Creative writing task 1

-Woodcock-Johnson V — picture vocabulary, oral comprehension, oral language samples, story comprehension, sentence repetition

Interview

-Using a developmental timeline from early childhood through high school, you'll trace how your writing has grown over time — key learning moments, helpful and unhelpful supports, and the bright spots in your writing instruction at home and school.

Bring completed before this session:

-Conners questionnaire

-Sensory subscales of the writing engagement survey — from participant

Assessments :

-Test of Written Language, 4th ed. (TOWL-4; Form B, typed)

-Cognitive Assessment Battery (CAB)

Interview 4:  Writing  communities

Starting with a short video, you'll explore your experiences in writing communities at school and beyond — collaborative writing, tools, strategies, social dynamics, online groups, peer chats, and creative circles — and how emotions, identity, environment, and social supports shape your writing.

Bring completed before this session:

-Marsh's Self-Concept Scale (1992, adapted) — from participant

-Strengths Questionnaire (adapted from Bellier, 2015) — from participant

Assessments :

-Creative writing task 2

Interview 5: Revisiting and expanding writing reflections

In this closing session, you'll return to your writing sample from Interview 1 and consider whether your view of it has shifted. You'll reflect on purpose, process, and emotional impact, then share a new sample and compare the two pieces — what has changed in your approach, your identity, and your growth as a writer over the study.