A scoping review of transcription instruction involving children with autism

Abstract Background Spelling, handwriting and typing (transcription) skills are foundational to writing development. This scoping review maps the research on transcription instruction involving children with autism, highlighting promising practices and future research priorities. Method A systematic search identified relevant studies, with data extracted and critically appraised in line with established protocols. Results Of 4859 identified studies, 28 met inclusion criteria. Most were of moderate strength and good quality and reported on the effects of handwriting ( n = 14) or spelling instruction ( n = 9), finding that purpose‐built and established programmes designed for the general population may benefit some autistic children. Few studies ( n = 4) reported on how instruction is delivered or autistic children's experiences ( n = 1). Conclusion Established programmes, including Cover‐Copy‐Compare and Handwriting Without Tears, show promise when adjusted to meet users' needs. Future research should engage the Autistic community in co‐designing instruction tailored to individual needs and preferences.