This study examines the effectiveness of a generative artificial intelligence (GenAI)-supported intervention for improving functional email writing among young adults with Autism Spectrum Disorder (ASD). Written communication is a critical skill for employment and independent living, yet individuals with ASD often experience challenges related to organization, language production, and self-regulation. To address this gap, the study integrates GenAI within a structured instructional framework grounded in the Cognitive Process Theory of Writing and Self-Regulated Learning (SRL). A single-case experimental design (ABAB) was employed with three participants in a vocational education setting. The intervention involved guided use of ChatGPT to support planning, drafting, and revising emails in response to workplace-related scenarios. Outcomes were measured across multiple phases, including baseline, intervention, maintenance, and generalization, focusing on email structure, total words written and grammatical accuracy. Findings indicated consistent improvements in written output and grammatical accuracy, suggesting that GenAI effectively supports lower-level writing processes such as idea generation and revision. However, limited and variable effects were observed in higher-order organizational components of email writing. Participant differences highlighted the role of support needs, with more stable and transferable gains among individuals with lower support requirements. The results suggest that GenAI can serve as a valuable cognitive and self-regulatory scaffold when implemented through structured instruction. However, it should be viewed as a complementary tool rather than a standalone solution for developing functional writing skills.

Ayelet Ayalon completed her PhD at Bar-Ilan University in 2023 under the supervision of Prof. Noa Aharony. She is a lecturer at the David Yellin Academic College of Education. Her research focuses on digital literacy, AI literacy, and the integration of technology in education. She also specializes in teaching and supporting students with Autism Spectrum Disorder (ASD), with a focus on functional skills and inclusive practices. She has published academic work on online learning, information behavior, and the use of emerging technologies in educational contexts.