Purpose <p>While previous studies and reviews have investigated writing skills in individuals with autism spectrum disorder (ASD), few have explored how their strengths and weaknesses evolve across the lifespan, which is the focus of our paper. Specifically, we examined how theoretical models explain differences in the motor and cognitive components of written production between autistic and non-autistic (NA) individuals from a lifespan perspective.</p> Method <p>We conducted a systematic literature review of experimental studies published between January 2000 and December 2023, identified through ScienceDirect, PubMed, and Web of Science. Studies were included if they were experimental, published in peer-reviewed journals, focused on written production through a writing task, and assessed participants with an ASD diagnosis without co-occurring intellectual disability. A qualitative assessment of study quality was conducted to reduce bias. The characteristics and main findings of each study were analyzed, with a focus on the motor and cognitive components of written production. Our analysis spanned the lifespan, encompassing children, adolescents, and adults.</p> Results <p>Findings from 36 studies indicated that the written production of autistic individuals exhibits specificities at each stage of their lives. When challenges are observed, they can often be attributed to reduced productivity and/or lower content quality.</p> Conclusion <p>Based on cross-sectional studies, the developmental trajectory of writing appears to differ between some autistic and NA individuals. The results are discussed in light of theoretical models of ASD.</p>