The handwriting performance, visualspatial processing and their relationship of pre-school children with and without autistic spectrum disorder

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The handwriting performance, visualspatial processing and their relationship of pre-school children with and without autistic spectrum disorder

 

Author: Siu, Wai-man
Title: The handwriting performance, visualspatial processing and their relationship of pre-school children with and without autistic spectrum disorder
Degree: M.Sc.
Year: 2010
Subject: Hong Kong Polytechnic University -- Dissertations
Autism in children
Children -- Writing
Visual perception
Space perception
Department: Dept. of Rehabilitation Sciences
Pages: vii, 87 leaves : ill. ; 31 cm.
InnoPac Record: http://library.polyu.edu.hk/record=b2356223
URI: http://theses.lib.polyu.edu.hk/handle/200/5859
Abstract: There is an increasing awareness of pre-school children with handwriting difficulties, especially for children with Autistic Spectrum Disorder. This group of children shows fair stroke sequence and handwriting speed as observed in daily practice. Visualspatial abilities is one of the performance components concern by Occupational Therapist in handwriting intervention, in order to explore the relationship of visualspatial abilities and handwriting performance, the visualspatial processing was measured by Developmental Scoring System of Rey-Osterrieth Complex Figure (DSS-ROCF); Tseng Handwriting Problem Checklist for legibility and speed was measured by Chinese Handwriting Speed Test. This pilot study recruited 20 pre-school children attending Early Education and Training Center and 20 pre-school children in normal kindergarten by convenient sampling, aged from 5-0 to 6-11 years old and attending Kindergarten 3. Each child was assessed by researcher with the above assessments in visualspatial processing and handwriting performance. Raw scores of Tseng Handwriting Problem Checklist and DSS-ROCF; the correlation of handwriting speed and DSS-ROCF were used for statistical analysis. The Pearson Product-Moment Correlation Analysis and Spearman rank correlation were used to test the two hypotheses. The group differences between the children with and without ASD among the variables of DSS-ROCF, RTHPC and handwriting speed were analyzed by Multivariate analyses of variance and Mann-Whitney U test. Results of the study showed that only Style score in DSS-ROCF showed significant difference between children in ASD and normal groups. The strength of correlation was moderate (X2=6.63, p<0.05). The handwriting performance in Total score of RTHPC (F=6.71, p<0.01), the Sequence composite (F=7.20, p<0.01) and S1 unable to complete strokes in designated order (F=7.30, p<0.01) showed significant differences between ASD and normal groups with strong correlation; C6 disproportionate size among components of a character (F=3.83, p<0.05) and showed significant differences between ASD and normal group with low moderate correlation. Whereas the handwriting speed between ASD and normal groups was no significant difference. And the visualspatial processing measured by DSS-ROCF showed moderate to strong correlated with significant relationships with handwriting performance (legibility and speed) in normal and ASD groups. The findings of this study showed that the visualspatial processing of ASD was no significant difference with children in normal group except Style score, children with ASD could both focus to details and globally. Handwriting performance of the children with ASD showed lower scores than children in normal group with significant difference in total scores. And visualspatial processing (Organization, Style, Accuracy and Style) were correlated to some of the composites of RTHPC, it showed that children with poor visualspatial processing performance showed poor in handwriting performance.

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