Children with autism show specific handwriting impairments

Fuentes, Christina T.; Mostofsky, Stewart H.; Bastian, Amy J.

doi:10.1212/wnl.0b013e3181c0d48c

Cited by 165 publications

(145 citation statements)

References 29 publications

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“…Unlike what was observed previously in children with ASD, 2 within this adolescent ASD group we found no relationship between handwriting scores Figure 2B shows the relationship between PRI and total handwriting scores within the ASD group. Here we see that PRI explains differing handwriting performance in 2 ASD subjects who have the same PANESS total score.…”

Section: Resultscontrasting

confidence: 79%

“…7 In children, these impairments are predictive of poor handwriting quality. 2 Here, when ASD and control groups are collapsed, motor abilities predict handwriting performance. This effect is driven by the ASD group's worse motor and handwriting performance and the control group's better performance on both measures.…”

Section: Discussionmentioning

confidence: 99%

“…1 We recently showed that children with ASD also demonstrate worse overall handwriting than controls. 2 Moreover, children with ASD demonstrate motor impairments, and these impairments were predictive of handwriting quality while age, gender, and intelligence were not. Given the importance of handwriting for academic progress and social and communicative development, 3 that study suggested that handwriting problems may be contributing to the developmental struggle of children with ASD and that impaired motor control may be a driving factor behind these problems.…”

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confidence: 99%

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Perceptual reasoning predicts handwriting impairments in adolescents with autism

2010

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Section: Resultscontrasting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Perceptual reasoning predicts handwriting impairments in adolescents with autism

2010

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“…If the actual sensory feedback is different from predicted, the resulting prediction error drives motor learning by updating an internal model (Donchin et al, 2003). Individuals with ASD present a broad range of motor impairments, including impairments in simple timed movements , handwriting (Fuentes et al, 2009), skilled gestures Dowell et al, 2009) and imitation (Dziuk et al, 2007). Potentially, this broad spectrum of motor impairments, present even in infancy (Provost et al, 2007), is related to the inability of individuals with ASD to appropriately learn internal models, a lifelong developmental process.…”

Section: Introductionmentioning

confidence: 99%

Behavioural and neural basis of anomalous motor learning in children with autism

Marko

Crocetti

Hulst

et al. 2015

Brain

139

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Autism spectrum disorder is a developmental disorder characterized by deficits in social and communication skills and repetitive and stereotyped interests and behaviours. Although not part of the diagnostic criteria, individuals with autism experience a host of motor impairments, potentially due to abnormalities in how they learn motor control throughout development. Here, we used behavioural techniques to quantify motor learning in autism spectrum disorder, and structural brain imaging to investigate the neural basis of that learning in the cerebellum. Twenty children with autism spectrum disorder and 20 typically developing control subjects, aged 8-12, made reaching movements while holding the handle of a robotic manipulandum. In random trials the reach was perturbed, resulting in errors that were sensed through vision and proprioception. The brain learned from these errors and altered the motor commands on the subsequent reach. We measured learning from error as a function of the sensory modality of that error, and found that children with autism spectrum disorder outperformed typically developing children when learning from errors that were sensed through proprioception, but underperformed typically developing children when learning from errors that were sensed through vision. Previous work had shown that this learning depends on the integrity of a region in the anterior cerebellum. Here we found that the anterior cerebellum, extending into lobule VI, and parts of lobule VIII were smaller than normal in children with autism spectrum disorder, with a volume that was predicted by the pattern of learning from visual and proprioceptive errors. We suggest that the abnormal patterns of motor learning in children with autism spectrum disorder, showing an increased sensitivity to proprioceptive error and a decreased sensitivity to visual error, may be associated with abnormalities in the cerebellum.

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“…However, if the student has to write quickly this could affect the quality/legibility of the text or if he writes more slowly, trying to produce his best letter this could affect negatively the productivity/quantity of writing (17) . Even though there in international literature several studies investigating the handwriting of different optics, such as writing speed, socioeconomics levels and laterality (18) , the fatigue effect about the writing production (19) , the writing difficulties associated with autism spectrum disorders (20) , with attention deficit hyperactivity disorder (21) , in Brazil these studies are scarce, making it difficult to establish the profile of calligraphic of the students and, consequently, the investigation of problems related to handwriting.…”

Section: Introductionmentioning

confidence: 99%

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

Cardoso

Henderson²,

Capellini

2014

Audiol., Commun. Res.

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Purpose: To perform the translation and cultural adaptation of the Detailed Assessment of Speed of Handwriting (DASH) for the Brazilian population. Methods: (1) Evaluation of conceptual and items equivalence, and (2) Semantic equivalence, including the steps of (2a) Translation, (2b) retranslation, (2c) Review by the committee of judges and (2d) Pre-test. The second step was carried out by two professionals and 2b by two other professionals, 2c was formed by speech therapists, occupational therapists and educators and the 2d was carried out with 32 students, four from each age group (9-16 years old). Results: (1) It was found that the concepts and items are equivalent in both cultures (British and Brazilian). In the second stage it was found that two tasks in the original procedure, pangrama classified as a phrase in the English language is used. Therefore, when performing unification of translations, an adjustment was made for the phrase pangrama in Portuguese. In 2bshowed that the translation was valid and 2c was consolidated all versions produced in a single version in Portuguese, which was applied in school. In 2d there was acceptance and understanding of the students in the proposed tasks and internal consistency value of 0.701, others words, Métodos: (1) Avaliação de equivalências conceitual e de itens e (2)Avaliação da equivalência semântica, que envolveu as etapas de (2a) Tradução, (2b) Retradução, (2c) Revisão pelo comitê de juízes e (2d) Pré-teste. A etapa 2a foi realizada por dois profissionais e a 2b por outros dois profissionais; na etapa 2c foi composto por um comitê de juízes fonoaudiólogas, pedagogas e terapeutas ocupacionais e a 2d foi realizada com 32 escolares, sendo quatro de cada faixa etária (de 9 a 16 anos). Resultados:(1) Verificou-se que os conceitos e os itens são equivalentes nas duas culturas (britânica e brasileira). Na etapa 2a, observou-se que, em duas tarefas do procedimento original, foi utilizada uma frase classificada como pangrama na língua inglesa. Diante disso, ao se realizar a unificação das traduções, foi feita uma adaptação da frase para um pangrama na língua portuguesa. Na etapa 2b, verificou-se que a tradução foi válida e na 2c, todas as versões produzidas foram consolidadas em uma única versão, em português, que foi aplicada aos escolares. Na etapa 2d, constatou-se aceitabilidade e compreensão dos escolares nas tarefas propostas e valor de consistência interna de 0,701, ou seja, variabilida-

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Children with autism show specific handwriting impairments

Abstract: Background:Handwriting skills, which are crucial for success in school, communication, and build-

Cited by 165 publications

References 29 publications

Perceptual reasoning predicts handwriting impairments in adolescents with autism

Perceptual reasoning predicts handwriting impairments in adolescents with autism

Behavioural and neural basis of anomalous motor learning in children with autism

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

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