Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder / Nellie VAN DEN BOS in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4540-4553 Titre : Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur Article en page(s) : p.4540-4553 Langues : Anglais (eng) Mots-clés : Asd  Handwriting legibility  Handwriting speed  Written content Index. décimale : PER Périodiques Résumé : The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n=67) and Typically Developing (TD) peers (n=67). Participants (80.6% male, ages 9-14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided. En ligne : http://dx.doi.org/10.1007/s10803-021-05325-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur . - p.4540-4553. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4540-4553 Mots-clés : Asd  Handwriting legibility  Handwriting speed  Written content Index. décimale : PER Périodiques Résumé : The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n=67) and Typically Developing (TD) peers (n=67). Participants (80.6% male, ages 9-14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided. En ligne : http://dx.doi.org/10.1007/s10803-021-05325-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Correction to: Using Structural Equation Modeling to Analyze Handwriting of Children and Youth with Autism Spectrum Disorder / Nellie VAN DEN BOS in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2170-2170 Titre : Correction to: Using Structural Equation Modeling to Analyze Handwriting of Children and Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur Article en page(s) : p.2170-2170 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05836-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Correction to: Using Structural Equation Modeling to Analyze Handwriting of Children and Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur . - p.2170-2170. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2170-2170 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05836-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Motor skills, visual perception, and visual-motor integration in children and youth with Autism Spectrum Disorder / Leila FABER in Research in Autism Spectrum Disorders, 96 (August 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 96 (August 2022) . - 101998 Titre : Motor skills, visual perception, and visual-motor integration in children and youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leila FABER, Auteur ; Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur Article en page(s) : 101998 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Motor skills  Visual perception  Visual-motor integration Index. décimale : PER Périodiques Résumé : Background Motor skill deficits are prevalent among children with Autism Spectrum Disorder (ASD) however, little is known about the underlying mechanism of these deficits. In response to this gap, this study investigated how visual perception (VP) and visual-motor integration (VMI) are associated with motor skills among children and youth with ASD. Methods Sixty-seven individuals with ASD and sixty-seven age- and gender-matched individuals without ASD (age range: 9.83?15.13 years) participated. Motor skills were assessed with the Movement Assessment Battery for Children-2 (MABC-2) and VP and VMI with the respective components of the Beery-Buktenica Developmental Test of Visual-Motor Integration-6 (Beery VMI-6). Results Significantly more children and youth with ASD were in the red and orange zone of the MABC-2 traffic-lighting system for the total MABC-2 and the Aiming and Catching and Balance components compared to the children and youth without ASD. Both groups did not differ on the VP and VMI components of the Beery VMI-6. Pearson correlations between VP and VMI, and motor skills were weak but significant for the individuals without ASD, but not for the ASD group. Conclusion The current study added to the evidence about motor skill deficits among children and youth with ASD. VP and VMI were not related to motor skills, suggesting that these functions ? as measured in the current study ? are no underlying mechanisms of motor skill deficits of children with ASD and average intelligence. Diagnostic implications are provided for the evidence of motor skill deficits among children and youth with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 [article] Motor skills, visual perception, and visual-motor integration in children and youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leila FABER, Auteur ; Nellie VAN DEN BOS, Auteur ; Suzanne HOUWEN, Auteur ; Marina M. SCHOEMAKER, Auteur ; Sara ROSENBLUM, Auteur . - 101998. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 96 (August 2022) . - 101998 Mots-clés : Autism Spectrum Disorder  Motor skills  Visual perception  Visual-motor integration Index. décimale : PER Périodiques Résumé : Background Motor skill deficits are prevalent among children with Autism Spectrum Disorder (ASD) however, little is known about the underlying mechanism of these deficits. In response to this gap, this study investigated how visual perception (VP) and visual-motor integration (VMI) are associated with motor skills among children and youth with ASD. Methods Sixty-seven individuals with ASD and sixty-seven age- and gender-matched individuals without ASD (age range: 9.83?15.13 years) participated. Motor skills were assessed with the Movement Assessment Battery for Children-2 (MABC-2) and VP and VMI with the respective components of the Beery-Buktenica Developmental Test of Visual-Motor Integration-6 (Beery VMI-6). Results Significantly more children and youth with ASD were in the red and orange zone of the MABC-2 traffic-lighting system for the total MABC-2 and the Aiming and Catching and Balance components compared to the children and youth without ASD. Both groups did not differ on the VP and VMI components of the Beery VMI-6. Pearson correlations between VP and VMI, and motor skills were weak but significant for the individuals without ASD, but not for the ASD group. Conclusion The current study added to the evidence about motor skill deficits among children and youth with ASD. VP and VMI were not related to motor skills, suggesting that these functions ? as measured in the current study ? are no underlying mechanisms of motor skill deficits of children with ASD and average intelligence. Diagnostic implications are provided for the evidence of motor skill deficits among children and youth with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480

Predictors of handwriting performance among children with autism spectrum disorder / Sara ROSENBLUM in Research in Autism Spectrum Disorders, 60 (April 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 60 (April 2019) . - p.16-24 Titre : Predictors of handwriting performance among children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara ROSENBLUM, Auteur ; Hemda AMIT BEN-SIMHON, Auteur ; Sonya MEYER, Auteur ; Eynat GAL, Auteur Article en page(s) : p.16-24 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Handwriting  Executive functions Index. décimale : PER Périodiques Résumé : Background Literature indicates that deficient handwriting abilities among children with autism spectrum disorder (ASD) relate especially to their overall legibility and speed. The aim of this study was to investigate further whether the handwriting production process in children with ASD relates to lower-level processes, such as visual perception, motor coordination, and visual-motor integration, and to higher-level processes, such as executive functions. Method Sixty children aged 9–12 years, including 30 children with ASD and 30 controls with typical development participated in the study. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. The children were tested using the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI-V) and performed a story-writing task on a sheet of paper affixed to an electroic tablet of ComPET, a computerized penmanship evaluation tool. Results Significant differences were found between children with ASD and children with typical development in executive function, in all BRIEF scales, and in the visual-motor integration and motor coordination sections of the VMI-V, but not in the VMI-V visual-perception subtest. Visual-motor integration did not predict handwriting process measures. However, executive functions—specifically working memory and shifting—correlated with the handwriting process measures of children with ASD and were found to predict the handwriting. Conclusion The results of this study provide further insight into the handwriting difficulties of children with ASD by highlighting the role of executive functions, specifically working memory and shifting, in the story-writing process of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Predictors of handwriting performance among children with autism spectrum disorder [Texte imprimé et/ou numérique] / Sara ROSENBLUM, Auteur ; Hemda AMIT BEN-SIMHON, Auteur ; Sonya MEYER, Auteur ; Eynat GAL, Auteur . - p.16-24. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 60 (April 2019) . - p.16-24 Mots-clés : Autism spectrum disorder  Handwriting  Executive functions Index. décimale : PER Périodiques Résumé : Background Literature indicates that deficient handwriting abilities among children with autism spectrum disorder (ASD) relate especially to their overall legibility and speed. The aim of this study was to investigate further whether the handwriting production process in children with ASD relates to lower-level processes, such as visual perception, motor coordination, and visual-motor integration, and to higher-level processes, such as executive functions. Method Sixty children aged 9–12 years, including 30 children with ASD and 30 controls with typical development participated in the study. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. The children were tested using the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI-V) and performed a story-writing task on a sheet of paper affixed to an electroic tablet of ComPET, a computerized penmanship evaluation tool. Results Significant differences were found between children with ASD and children with typical development in executive function, in all BRIEF scales, and in the visual-motor integration and motor coordination sections of the VMI-V, but not in the VMI-V visual-perception subtest. Visual-motor integration did not predict handwriting process measures. However, executive functions—specifically working memory and shifting—correlated with the handwriting process measures of children with ASD and were found to predict the handwriting. Conclusion The results of this study provide further insight into the handwriting difficulties of children with ASD by highlighting the role of executive functions, specifically working memory and shifting, in the story-writing process of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder / Sara ROSENBLUM in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.235-244 Titre : Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara ROSENBLUM, Auteur ; Hemda Amit Ben SIMHON, Auteur ; Eynat GAL, Auteur Article en page(s) : p.235-244 Langues : Anglais (eng) Mots-clés : High-functioning autism spectrum disorder  Handwriting  Evaluation Index. décimale : PER Périodiques Résumé : Abstract Knowledge about the handwriting performance characteristics of children with autism spectrum disorder (ASD) is scarce, despite this skill’s importance for their academic and social participation. The objective was to compare the handwriting process and product characteristics of children with high-functioning autism spectrum disorder (HFASD) to those of typically developing children to determine the best means of differentiation between the groups. Participants were 60 children, aged 9–12 years; 30 of them were diagnosed with HFASD, and 30 were aged and gender-matched typically developed controls. All participants performed three graded writing tasks on an electronic tablet, which is part of a computerized handwriting evaluation system (ComPET). Their paragraph copying product was then evaluated using the Hebrew Handwriting Evaluation (HHE). Significantly inferior handwriting performance among children with HFASD was found in both handwriting process and product measures. Significant correlations between these measures, supplemented with discriminant analysis and regression analysis results, emphasize unique handwriting performance dynamics among children with HFASD. Evaluation of the characteristics of both the handwriting process and product of children with HFASD may provide a more comprehensive picture of individual deficits. Identifying performance features may lead to more focused and adapted intervention and enhancement of school participation among these children. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 [article] Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Sara ROSENBLUM, Auteur ; Hemda Amit Ben SIMHON, Auteur ; Eynat GAL, Auteur . - p.235-244. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.235-244 Mots-clés : High-functioning autism spectrum disorder  Handwriting  Evaluation Index. décimale : PER Périodiques Résumé : Abstract Knowledge about the handwriting performance characteristics of children with autism spectrum disorder (ASD) is scarce, despite this skill’s importance for their academic and social participation. The objective was to compare the handwriting process and product characteristics of children with high-functioning autism spectrum disorder (HFASD) to those of typically developing children to determine the best means of differentiation between the groups. Participants were 60 children, aged 9–12 years; 30 of them were diagnosed with HFASD, and 30 were aged and gender-matched typically developed controls. All participants performed three graded writing tasks on an electronic tablet, which is part of a computerized handwriting evaluation system (ComPET). Their paragraph copying product was then evaluated using the Hebrew Handwriting Evaluation (HHE). Significantly inferior handwriting performance among children with HFASD was found in both handwriting process and product measures. Significant correlations between these measures, supplemented with discriminant analysis and regression analysis results, emphasize unique handwriting performance dynamics among children with HFASD. Evaluation of the characteristics of both the handwriting process and product of children with HFASD may provide a more comprehensive picture of individual deficits. Identifying performance features may lead to more focused and adapted intervention and enhancement of school participation among these children. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

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