Effects of intervention on handwriting accuracy and speed for elementary students with autism spectrum disorder

Panos, Kristin Monroe

doi:10.17077/etd.smi0-dvk0

Cited by 1 publication

(1 citation statement)

References 56 publications

(321 reference statements)

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“…The application of various writing techniques including writing normally (automatically), writing with eyes closed, and writing at a faster speed than usual can improve attention control by using simple verbal instructions so as to produce smooth writing movements in children with ADHD. On the other hand, the use of stimulant drugs (methylphenidate) affects the accuracy and legibility of writing (Tucha & Lange, 2004), reduces hyperactivity behavior in children with ADHD (Hikmawati & Hidayati, 2014), is able to increase accuracy, handwriting speed, social communication skills, and school achievement with the CASL technique (Center on Accelerating Student Learning) in children with ASD conditions (Panos, 2019). The application of writing techniques requires time and participation from parents (caregivers).…”

Section: Farida and Paramastri || Writing Therapymentioning

confidence: 99%

Writing Therapy in Children with Neurodevelopmental Disorder (ADHD & Autism) by Parents: Module Validation

Farida,

Paramastri

2023

gamajpp

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Therapy modules that are systematically arranged, structured and easy to use become very meaningful when the learning system must be carried out independently. The aim of the study is to examine the validity of the writing therapy module “TM3”. This module is designed so that parents can use it to train and improve the attention-focusing abilities of children with ADHD & Autism through writing therapy. Participants involved in this study consisted of 5 clinical psychologists, 5 occupational therapists and 42 parents of children diagnosed with ADHD and Autism, all of which were recruited through a semi-online survey. Validation includes two processes, namely: content validation and empirical validation. The results of the validation of the content of the module are 0.827 and the readability validation is 0.833 (v> 0.5) with a good validity category. In testing the empirical validity based on responses from 42 participants, the reliability value (r11) = 0.787 was included in the high category. This shows that the “TM3” writing therapy module is valid both empirically and content, and the module can be used to train (therapy) children.

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Section: Farida and Paramastri || Writing Therapymentioning

confidence: 99%