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Motor planning and End-state Comfort in Children with Autism Spectrum Disorders / Jessica L. SIMERMEYER in Autism - Open Access, 5-1 ([01/01/2015])
[article]
Titre : Motor planning and End-state Comfort in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jessica L. SIMERMEYER, Auteur ; Caroline J KETCHAM, Auteur Article en page(s) : 4 p. Langues : Anglais (eng) Mots-clés : Motor control Fine motor Imitation ASD Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders are a cluster of disorders that effect communication, behavior and social ability. The Centers for Disease Control and Prevention (CDC) recently released that Autism affects 1 in 88 U.S. children (2012). The increasing prevalence of Autism has led to an increase in the body of research regarding Autism, however, there has not been extensive investigation into how movement and motor skills may play a role in this population. Those that have looked into movement and Autism have found that children with Autism Spectrum Disorders may show impairments in motor planning and coordination. This study investigates motor planning and ability in children with Autism Spectrum Disorders through a battery of fine and gross motor tasks, as well as postural components through alteration of sensory input, in order to determine if their ability to plan and complete motor tasks differs from their typically developing peers. The study includes children with a diagnosis of an Autism Spectrum Disorder, as well as typically developing children, between the ages of 5 and 13. The battery of tasks consisted of a dial-turning task, “Simon-Says” imitation task, drawing task, and beading task. Results show that children with Autism Spectrum Disorders show greater variability in hand selection during the dial turning task and a tendency to plan movements that are not in accordance with end state comfort. In addition, those with an Autism Spectrum Disorder displayed decreased ability to correctly imitate movements, had lower scores on both the drawing and sticker tasks, and took longer to bead the bracelet than their neurotypical peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism - Open Access > 5-1 [01/01/2015] . - 4 p.[article] Motor planning and End-state Comfort in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jessica L. SIMERMEYER, Auteur ; Caroline J KETCHAM, Auteur . - 4 p.
Langues : Anglais (eng)
in Autism - Open Access > 5-1 [01/01/2015] . - 4 p.
Mots-clés : Motor control Fine motor Imitation ASD Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorders are a cluster of disorders that effect communication, behavior and social ability. The Centers for Disease Control and Prevention (CDC) recently released that Autism affects 1 in 88 U.S. children (2012). The increasing prevalence of Autism has led to an increase in the body of research regarding Autism, however, there has not been extensive investigation into how movement and motor skills may play a role in this population. Those that have looked into movement and Autism have found that children with Autism Spectrum Disorders may show impairments in motor planning and coordination. This study investigates motor planning and ability in children with Autism Spectrum Disorders through a battery of fine and gross motor tasks, as well as postural components through alteration of sensory input, in order to determine if their ability to plan and complete motor tasks differs from their typically developing peers. The study includes children with a diagnosis of an Autism Spectrum Disorder, as well as typically developing children, between the ages of 5 and 13. The battery of tasks consisted of a dial-turning task, “Simon-Says” imitation task, drawing task, and beading task. Results show that children with Autism Spectrum Disorders show greater variability in hand selection during the dial turning task and a tendency to plan movements that are not in accordance with end state comfort. In addition, those with an Autism Spectrum Disorder displayed decreased ability to correctly imitate movements, had lower scores on both the drawing and sticker tasks, and took longer to bead the bracelet than their neurotypical peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 Gamification Does Not Replace Sensory Integration Training in Autistic Children / Amira HUSSIN MOHAMMED in Autism - Open Access, 7-4 ([01/08/2017])
[article]
Titre : Gamification Does Not Replace Sensory Integration Training in Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Amira HUSSIN MOHAMMED, Auteur ; Amel EL SAID ABDEL KARIM, Auteur Article en page(s) : 4 p. Langues : Anglais (eng) Mots-clés : Sensory integration Virtual reality Gamification, Autistic Peabody Fine motor Index. décimale : PER Périodiques Résumé : Background: Autistic children had various behavior limitations. These limitations result from defects in interaction and integration of perceptual and sensory processing. Aim: Our study aimed to determine whether gamification replace sensory integration training in autistic children or not. Methods: Thirty children (nineteen boys and eleven girls) suffering from autism spectrum disorders (ASDs) conducted to this study. They were divided randomly into two age and sex matched groups. Each child in group I applied Wii training for (30 min, three sessions per week for 6 months). Each child in group II conducted to sensory integration program (30 min, three sessions per week for 6 months).Results: Post treatment mean values of the calculated variables were compared and revealed significant promotion in fine motor skills for both groups with favor of sensory integration group. Conclusion: Virtual reality games do not replace sensory integration and open environment training in autistic children. En ligne : https://dx.doi.org/10.4172/2165-7890.1000214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-4 [01/08/2017] . - 4 p.[article] Gamification Does Not Replace Sensory Integration Training in Autistic Children [Texte imprimé et/ou numérique] / Amira HUSSIN MOHAMMED, Auteur ; Amel EL SAID ABDEL KARIM, Auteur . - 4 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-4 [01/08/2017] . - 4 p.
Mots-clés : Sensory integration Virtual reality Gamification, Autistic Peabody Fine motor Index. décimale : PER Périodiques Résumé : Background: Autistic children had various behavior limitations. These limitations result from defects in interaction and integration of perceptual and sensory processing. Aim: Our study aimed to determine whether gamification replace sensory integration training in autistic children or not. Methods: Thirty children (nineteen boys and eleven girls) suffering from autism spectrum disorders (ASDs) conducted to this study. They were divided randomly into two age and sex matched groups. Each child in group I applied Wii training for (30 min, three sessions per week for 6 months). Each child in group II conducted to sensory integration program (30 min, three sessions per week for 6 months).Results: Post treatment mean values of the calculated variables were compared and revealed significant promotion in fine motor skills for both groups with favor of sensory integration group. Conclusion: Virtual reality games do not replace sensory integration and open environment training in autistic children. En ligne : https://dx.doi.org/10.4172/2165-7890.1000214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation / Beth P. JOHNSON in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.20-26 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Fine motor Handwriting Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26[article] Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation [Texte imprimé et/ou numérique] / Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur . - p.20-26.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26
Mots-clés : Autism spectrum disorders Fine motor Handwriting Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder / Beth P. JOHNSON in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Beth P. JOHNSON, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; James G. PHILLIPS, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.1638-1646 Langues : Anglais (eng) Mots-clés : Handwriting Fine motor Dysgraphia Autism Attention deficit hyperactivity disorder Index. décimale : PER Périodiques Résumé : Abstract Children with high-functioning autism (HFA) and attention deficit hyperactivity disorder (ADHD) often experience significant handwriting difficulties, which can hamper their academic progress and ability to express themselves through symbols and words. Handwriting of children with HFA was compared to those with ADHD based on performance on the speed subtest of the Handwriting Performance Test. Differences in handwriting speed, size and alignment of words, and proportion of handwriting errors, such as corrections and substitutions, were assessed between groups. Results indicated distinct profiles of handwriting problems in HFA and ADHD: children with HFA demonstrated poorer spatial arrangement of words and reduced handwriting speed, and those with ADHD made more handwriting errors, such as corrections and transpositions. These findings have important implications in understanding the similarities and differences for children with HFA and ADHD and lay the groundwork for effective intervention strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1638-1646[article] A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Beth P. JOHNSON, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; James G. PHILLIPS, Auteur ; Nicole J. RINEHART, Auteur . - p.1638-1646.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1638-1646
Mots-clés : Handwriting Fine motor Dysgraphia Autism Attention deficit hyperactivity disorder Index. décimale : PER Périodiques Résumé : Abstract Children with high-functioning autism (HFA) and attention deficit hyperactivity disorder (ADHD) often experience significant handwriting difficulties, which can hamper their academic progress and ability to express themselves through symbols and words. Handwriting of children with HFA was compared to those with ADHD based on performance on the speed subtest of the Handwriting Performance Test. Differences in handwriting speed, size and alignment of words, and proportion of handwriting errors, such as corrections and substitutions, were assessed between groups. Results indicated distinct profiles of handwriting problems in HFA and ADHD: children with HFA demonstrated poorer spatial arrangement of words and reduced handwriting speed, and those with ADHD made more handwriting errors, such as corrections and transpositions. These findings have important implications in understanding the similarities and differences for children with HFA and ADHD and lay the groundwork for effective intervention strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219