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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26 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 [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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1638-1646 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 [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

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