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 et/ou numérique 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 et/ou numérique] / 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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