Relationship Between the Performance of Self-Care and Visual Perception Among Young Children With Autism Spectrum Disorder and Typical Developing Children / I-Jou CHI in Autism Research, 14-2 (February 2021)  

Public ISBD [article]  inAutism Research > 14-2 (February 2021) . - p.315-323 Titre : Relationship Between the Performance of Self-Care and Visual Perception Among Young Children With Autism Spectrum Disorder and Typical Developing Children Type de document : texte imprimé Auteurs : I-Jou CHI, Auteur ; Ling-Yi LIN, Auteur Article en page(s) : p.315-323 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  self-care  visual perception  visual-motor integration  young child Index. décimale : PER Périodiques Résumé : Studies investigating the performance of self-care and visual perception in young children with autism spectrum disorder (ASD) are limited. The relationship between self-care performance and visual perception ability in young children with ASD is not yet clearly understood. Here, self-care performance was evaluated by the caregivers and therapists of children with ASD. The differences in self-care performance and visual perception ability were investigated in 66 children with ASD and 66 typically developing (TD) children between the ages of 48-83 months. The relationships between self-care and visual perception were tested in both two groups. The Assessment of Motor and Process Skills (AMPS) and the Chinese version of the Pediatric Evaluation of Disability Inventory (PEDI-C) were used to assess the children's self-care performance. The Test of Visual Perceptual Skills-Third Edition (TVPS-3) and the Developmental Test of Visual Perception-Third Edition (DTVP-3) were used to evaluate visual perception ability. Young children with ASD obtained significantly lower scores for self-care performance (AMPS and PEDI-C) and visual perception ability (TVPS-3 and DTVP) compared with TD children. Additionally, positive correlations were found between self-care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self-care and visual perception performance of young children with ASD. The findings of this research highlight the need for pediatric practitioners to include self-care and visual-motor integration evaluations for young children with ASD. LAY SUMMARY: Young children with ASD obtained significantly lower scores for self-care performance and visual perception ability compared with TD children. Positive correlations were found between self-care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self-care and visual perception performance of young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Relationship Between the Performance of Self-Care and Visual Perception Among Young Children With Autism Spectrum Disorder and Typical Developing Children [texte imprimé] / I-Jou CHI, Auteur ; Ling-Yi LIN, Auteur . - p.315-323. Langues : Anglais (eng) in Autism Research > 14-2 (February 2021) . - p.315-323 Mots-clés : autism spectrum disorder  self-care  visual perception  visual-motor integration  young child Index. décimale : PER Périodiques Résumé : Studies investigating the performance of self-care and visual perception in young children with autism spectrum disorder (ASD) are limited. The relationship between self-care performance and visual perception ability in young children with ASD is not yet clearly understood. Here, self-care performance was evaluated by the caregivers and therapists of children with ASD. The differences in self-care performance and visual perception ability were investigated in 66 children with ASD and 66 typically developing (TD) children between the ages of 48-83 months. The relationships between self-care and visual perception were tested in both two groups. The Assessment of Motor and Process Skills (AMPS) and the Chinese version of the Pediatric Evaluation of Disability Inventory (PEDI-C) were used to assess the children's self-care performance. The Test of Visual Perceptual Skills-Third Edition (TVPS-3) and the Developmental Test of Visual Perception-Third Edition (DTVP-3) were used to evaluate visual perception ability. Young children with ASD obtained significantly lower scores for self-care performance (AMPS and PEDI-C) and visual perception ability (TVPS-3 and DTVP) compared with TD children. Additionally, positive correlations were found between self-care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self-care and visual perception performance of young children with ASD. The findings of this research highlight the need for pediatric practitioners to include self-care and visual-motor integration evaluations for young children with ASD. LAY SUMMARY: Young children with ASD obtained significantly lower scores for self-care performance and visual perception ability compared with TD children. Positive correlations were found between self-care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self-care and visual perception performance of young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Visual-motor integration and visual perception in preschool children with autism spectrum disorder / I-Jou CHI ; Yu-Ru JIN ; Shin Ying CHU ; Ling-Yi LIN in Research in Autism, 125 (July 2025)  

Public ISBD [article]  inResearch in Autism > 125 (July 2025) . - p.202620 Titre : Visual-motor integration and visual perception in preschool children with autism spectrum disorder Type de document : texte imprimé Auteurs : I-Jou CHI, Auteur ; Yu-Ru JIN, Auteur ; Shin Ying CHU, Auteur ; Ling-Yi LIN, Auteur Article en page(s) : p.202620 Langues : Anglais (eng) Mots-clés : Autism  Visual-motor integration  Eye-hand coordination  Copying  Visual perception Index. décimale : PER Périodiques Résumé : A substantial number of children and adolescents with autism spectrum disorder (ASD) experience difficulties in performing visual-motor integration (VMI) related tasks and visual perception skills. Given the documented challenges in VMI and visual perception among children with ASD, limited research on VMI and visual perception in young children with ASD underscores the need for further investigation. We aimed to investigate the differences in performance on VMI and visual perception and their relationships between preschool children with ASD and typical development (TD). We recruited a total of 110 preschool children, including 60 with ASD and 50 TD children, with an average age of 60.7 months. Results revealed that children with ASD consistently showed lower performance in both visual-motor integration and visual perception compared to TD children. Notably, four-year-old autistic children showed an apparent difference in the spatial relationship scores from TD peers. However, four-year-old children with ASD had similar performance in VMI and visual perception tests compared to TD children. For five-year-olds with ASD, performance in VMI and VP was significantly lower than that of TD peers, except in the visual closure test. For children with ASD, VMI was significantly correlated with sequencing and complex processes in visual perception (e.g., sequential memory and visual closure), in addition to basic processes such as visual discrimination, visual memory, and spatial relationships. These findings highlight the need for occupational therapy interventions aimed at improving the VMI and visual perception abilities of preschool children with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559 [article] Visual-motor integration and visual perception in preschool children with autism spectrum disorder [texte imprimé] / I-Jou CHI, Auteur ; Yu-Ru JIN, Auteur ; Shin Ying CHU, Auteur ; Ling-Yi LIN, Auteur . - p.202620. Langues : Anglais (eng) in Research in Autism > 125 (July 2025) . - p.202620 Mots-clés : Autism  Visual-motor integration  Eye-hand coordination  Copying  Visual perception Index. décimale : PER Périodiques Résumé : A substantial number of children and adolescents with autism spectrum disorder (ASD) experience difficulties in performing visual-motor integration (VMI) related tasks and visual perception skills. Given the documented challenges in VMI and visual perception among children with ASD, limited research on VMI and visual perception in young children with ASD underscores the need for further investigation. We aimed to investigate the differences in performance on VMI and visual perception and their relationships between preschool children with ASD and typical development (TD). We recruited a total of 110 preschool children, including 60 with ASD and 50 TD children, with an average age of 60.7 months. Results revealed that children with ASD consistently showed lower performance in both visual-motor integration and visual perception compared to TD children. Notably, four-year-old autistic children showed an apparent difference in the spatial relationship scores from TD peers. However, four-year-old children with ASD had similar performance in VMI and visual perception tests compared to TD children. For five-year-olds with ASD, performance in VMI and VP was significantly lower than that of TD peers, except in the visual closure test. For children with ASD, VMI was significantly correlated with sequencing and complex processes in visual perception (e.g., sequential memory and visual closure), in addition to basic processes such as visual discrimination, visual memory, and spatial relationships. These findings highlight the need for occupational therapy interventions aimed at improving the VMI and visual perception abilities of preschool children with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202620 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559

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