The elements of written expression-handwriting, prewriting, writing, and writing conventions-require a set of complicated skills that go beyond the act of holding a pencil and putting words on paper. It includes the complex interaction among physical, cognitive, and sensory systems (Kushki et al. 2011). Most students with autism spectrum disorder (ASD) are likely to have difficulties with written expression which will impact their academic performance across subject matter areas (Griswold et al. 2002; Whitby and Mancil 2009). This paper highlights some of the challenges experience by writers with ASD as well as assistive technology supports that can positively impact (a) handwriting; (b) the prewriting process; (c) the writing process that includes drafting, editing, revising, and the final product; and (d) writing conventions that include spelling and grammar. Characteristics of ASD that Impact Written ExpressionASD is associated with a high occurrence of motor difficulties (Gowan and Hamilton 2013) that impact the physical aspects of handwriting: postural control, motor control, motor memory, and motor planning (Fournier et al. 2010). Consistent with impairments in motor planning is a high prevalence of dyspraxia in individuals on the autism spectrum. Dyspraxia, the disruption in the way messages from the brain are communicated to the body, affects a person's ability to perform smooth, coordinated movements, those needed when performing fine motor skills

Social competence includes a complex set of skills that impacts quality of life across all environments: home, school, employment, and the community. Elements that impact social competence, such as theory of mind, weak central coherence, regulation and relationship building, must be taught to individuals with disabilities, including those with autism spectrum disorder. Evidence-based interventions that incorporate low, medium and high technology have the potential to support skill development in social competence in a meaningful manner. This chapter reviews the concept known as social competence and offers a variety of practices to support its development.

Social competence includes a complex set of skills that impacts quality of life across all environments: home, school, employment, and the community. Elements that impact social competence, such as theory of mind, weak central coherence, regulation and relationship building, must be taught to individuals with disabilities, including those with autism spectrum disorder. Evidence-based interventions that incorporate low, medium and high technology have the potential to support skill development in social competence in a meaningful manner. This chapter reviews the concept known as social competence and offers a variety of practices to support its development.