Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

15-10-2022 | Original Paper

Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum Disorder

Auteurs: Nellie van den Bos, Suzanne Houwen, Marina Schoemaker, Sara Rozenblum

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2024

Abstract

This study tests a handwriting model for children and youth with Autism Spectrum Disorder (ASD) that displays the relationships between handwriting process and product characteristics, and the predictors of these characteristics. Structural Equation Modelling was used to test the model for children and youth with ASD (n = 50) and typically developing peers (n = 50), ages 10 to 15, for a copying and freestyle handwriting task. Findings suggest a generic handwriting model applying to both groups and both handwriting tasks. Unique effects for children and youth with ASD were identified for: (1) high interdependence of handwriting process characteristics, (2) longer pen stroke in air leading to better legibility, and (3) lower scores for executive functions leading to lower scores for legibility.

vorige artikel Language Skill Differences Further Distinguish Social Sub-types in Children with Autism

volgende artikel Effects of Cognitive Orientation to Daily Occupational Performance and Conductive Education Treatment Approaches on Fine Motor Skills, Activity and Participation Limitations in Children with Down Syndrome: A Randomised Controlled Trial

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC:Author

Arbuckle, J. L. (2012). IBM SPSS Amos 21 Users Guide. Chicago, IL: IBM Software Group

Barnett, A. L., Prunty, M., & Rosenblum, S. (2018). Development of the Handwriting Legibility Scale (HLS): A preliminary examination of reliability and validity. Research in Developmental Disabilities, 72(1), 240–247. https://doi.org/10.1016/j.ridd.2017.11.013CrossRefPubMed

Beery, K. E., Buktenica, N. A., & Beery, N. A. (2010). The Beery–Buktenica Developmental Test of Visual–Motor Integration: Administration, scoring, and teaching manual (6th ed.). Minneapolis, MN: Pearson

Bentler, P. M., & Dudgeon, P. (1996). Covariance structure analysis: Statistical practice, theory, and directions. Annual Review of Psychology, 47(1), 563–592CrossRefPubMed

Blijd-Hoogewys, E. M. A., Bezemer, M. L., & van Geert, P. L. C. (2014). Executive functioning in children with ASD: An analysis of the BRIEF. Journal of Autism and Developmental Disorders, 44(12), 3089–3100. https://doi.org/10.1007/s10803-014-2176-9CrossRefPubMed

Cartmill, L., Rodger, S., & Ziviani, J. (2009). Handwriting of eight-year-old children with autistic spectrum disorder: An exploration. Journal of Occupational Therapy, Schools, & Early Intervention, 2(1), 103–118. https://doi.org/10.1080/19411240903146426

Civetta, L. R., & Hillier, S. L. (2008). The Developmental Coordination Disorder Questionnaire and Movement Assessment Battery for Children as a diagnostic method in Australian children. Pediatric Physical Therapy, 20(1), 39–46. https://doi.org/10.1097/PEP.0b013e31815ccaebCrossRefPubMed

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers

Dockrell, J. E., Charman, R. J., G., & Lindsay, G. (2014). Exploring writing products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32(1), 81–90. https://doi.org/10.1016/j.learninstruc.2014.01.008CrossRef

Eigisti, I., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(1), 681–692. https://doi.org/10.1016/j.rasd.2010.09.001CrossRef

Ellinoudis, T., Evaggelinou, C., Kourtessis, T., Konstantinidou, Z., Venetsanou, F., & Kambas, A. (2011). Reliability and validity of age band 1 of the Movement Assessment Battery for Children – Second Edition. Research in Developmental Disabilities, 32(1), 1046–1051. https://doi.org/10.1016/j.ridd.2011.01.035CrossRefPubMed

Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention

DevelopmentalMedicine and Child Neurology, 49(4),312–317. https://doi.org/10.1111/j.1469-8749.2007.00312.x

Finnegan, E., & Accardo, A. L. (2018). Written expression in individuals with autism spectrum disorder: A meta-analysis.Journal of Autism and Developmental Disorders, 48(4),868–882. https://doi.org/10.1007/s10803-017-3385-9

Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. Journal of Autism and Developmental Disorders, 40(1), 1227–1240. https://doi.org/10.1007/s10803-010-0981-3CrossRefPubMed

Fuentes, C. T., Mostofsky, S. H., & Bastian, A. J. (2009). Children with autism show specific handwriting impairments. Neurology, 73(19), 1532–1537. https://doi.org/10.1212/WNL.0b013e3181c0d48cCrossRefPubMedPubMedCentral

Fuentes, C. T., Mostofsky, S. H., & Bastian, A. J. (2010). Perceptual reasoning predicts handwriting impairment in adolescents with autism. Neurology, 75(1), 1825–1829. https://doi.org/10.1212/WNL.0b013e3181fd633dCrossRefPubMedPubMedCentral

George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference. Boston: Pearson

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of

Executive Function Professional Manual. Florida:Psychological Assessment Resources

Gowen, E., & Hamilton, A. (2013). Motor abilities in autism: A review using a computation context. Journal of Autism Development Disorder, 43(1), 323–344. https://doi.org/10.1007/s10803-012-1574-0CrossRef

Grace, N., Enticott, P. G., Johnson, B. P., & Rinehart, N. J. (2017). Do handwriting difficulties correlate with core symptomology, motor proficiency and attentional behaviours? Journal of Autism and Developmental Disorders, 47(1), 1006–1017. https://doi.org/10.1007/s10803-016-3019-7CrossRefPubMed

Graham, S., Weintraub, N., Berninger, V., & Schafer, W. (1988). Development of handwriting speed and legibility in grades 1–9. The Journal of Educational Research, 92(1), 42–52CrossRef

Granader, Y., Wallace, G. L., Hardy, K. K., Yerys, B. E., Lawson, R. A., Rosenthal, M., & Kenworthy, L. (2014). Characterizing the factor structure of parent reported executive functioning in autism spectrum disorders: The impact of cognitive inflexibility. Journal of Autism and Developmental Disorders, 44(12), 3056–3062. https://doi.org/10.1007/s10803-014-2169-8CrossRefPubMedPubMedCentral

Green, R. R., Bigler, E. D., Froehlich, A., Prigge, M. B. D., Travers, B. G., Cariello, A. N., Anderson, J. S., Zielinski, B. A., Alexander, A., Lange, N., & Lainhart, J. E. (2016). Beery VMI Performance in Autism Spectrum Disorder. Child Neuropsychology, 22(7), 795–817. https://doi.org/10.1080/09297049.2015.1056131CrossRefPubMed

Gregg, N., Coleman, C., Davis, M., & Chalk, J. C. (2007). Timed essay writing: Implications for high-stakes tests. Journal of Learning Disabilities, 40(4), 306–318. https://doi.org/10.1177/00222194070400040201CrossRefPubMed

Hellinckx, T., Roeyers, H., & Van Waelvelde, H. (2013). Predictors of handwriting in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 176–186. https://doi.org/10.1016/j.rasd.2012.08.009CrossRef

Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement Assessment Battery for Children-2 second edition (Movement ABC-2). London, UK: The Psychological Corporation

Hox, J., & Bechger, T. (1999). An introduction to Structural Equation Modelling. Family Science Review, 11(1), 354–373

Hua, J., Gu, G., Meng, W., & Wu, A. (2013). Age band 1 of the Movement Assessment Battery for Children – Second Edition: Exploring its usefulness in mainland China. Research in Developmental Disabilities, 34(2), 801–808. https://doi.org/10.1016/j.ridd.2012.10.012CrossRefPubMed

Huizinga, M., & Smidts, D. P. (2011). Age-related changes in executive function: A normative study with the Dutch version of the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 17(1), 51–66. https://doi.org/10.1080/09297049.2010.509715CrossRefPubMed

Iarocci, G., & McDonald, J. (2006). Sensory integration and the perceptual experience of persons with autism. Journal of Autism and Developmental Disorders, 36(1), 77–90. https://doi.org/10.1016/j.dcn.2017.04.010CrossRefPubMed

James, K. H. (2017). The importance of handwriting experience on the development of the literate brain. Current Directions in Psychological Science, 26(1), 502–508. https://doi.org/10.1177/0963721417709821CrossRef

James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42. https://doi.org/10.1016/j.tine.2012.08.001CrossRefPubMedPubMedCentral

Johnson, B. P., Papadopoulos, N., Fielding, J., Tonge, B., Phillips, J. G., & Rinehart, N. J. (2013). A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder. Research in Autism Spectrum Disorders, 7(1), 1638–1646. https://doi.org/10.1016/j.rasd.2013.09.008CrossRef

Johnson, B. P., Phillips, J. G., Papadopoulos, N., Fielding, J., Tonge, B., & Rinehart, N. J. (2013). Understanding macrographia in children with autism spectrum disorders. Research in Developmental Disabilities, 34(1), 2917–2926. https://doi.org/10.1016/j.ridd,2013.06.003CrossRefPubMed

Johnson, B. P., Phillips, J. G., Papadopoulos, N., Fielding, J., Tonge, B., & Rinehart, N. J. (2015). Do children with autism and Asperger’s disorder have difficulty controlling handwriting size? A kinematic evaluation. Research in Autism Spectrum Disorder, 11(1), 20–26. https://doi.org/10.1016/j.rasd.2014.11.001CrossRef

Kita, Y., Suzuki, K., Hirata, S., Sakihara, K., Inagaki, M., & Nakai, A. (2016). Applicability of the Movement Assessment Battery for Children – Second Edition to Japanese children: A study of the age band 2. Brain and Development, 38(8), 706–713. https://doi.org/10.1016/j.braindev.2016.02.012CrossRefPubMed

Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford Press

Kushki, A., Chau, T., & Anagnostou, E. (2011). Handwriting difficulties in children with autism spectrum disorders: A scoping review.Journal of Autism and Developmental Disorders 41 (12), 1706–1716. https://doi.org/10.1007/s10803-011-1206-0

Langendorfer, S. J., Roberton, M. A., & Stodden, D. F. (2011). Biomechanical aspects of the development of object projection skills. In M. Dd, S. Croix, & T. Koriff (Eds.), Paediatric biomechanics and motor control. New York, NY: Routledge

Li-Tsang, C. W. P., Li, T. M. H., Choco, H. Y. H., Lau, M. S. W., & Leung, H. (2018).W. H. The relationship between sensorimotor and handwriting performance in Chinese adolescents with autism spectrum disorder. Journal of Autism and Developmental >Disorders, 48(1),3093–3100. https://doi.org/10.1007/s10803-018-3580-3

Luria, G., & Rosenblum, S. (2012). A Computerised Multidimensional Measurement of Mental Workload via Handwriting. Behavioural Research Methods, 44(1), 575–586. https://doi.org/10.3758/s13428-011-0159-8CrossRef

Manfra, L., Squires, C., Dinehart, L. H. B., Bleiker, C., Hartman, S. C., & Winsler, A. (2016). Preschool writing and premathematics predict Grade 3 achievement for low-income ethnically diverse children.Journal of Educational Research, 110(5),1–10. https://doi.org/10.1080/00220671.2016.1145095

Mayes, S. D., Breaux, R. P., Calhoun, S. L., & Frye, S. S. (2019). High prevalence of dysgraphia in elementary through high school student with ADHD and Autism. Journal of Attention Disorders, 23(8), 787–796. https://doi.org/10.1177/1087054717720721CrossRefPubMed

Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16(1), 145–157. https://doi.org/10.1016/j.lindif.2005.07.004CrossRef

McCormick, C., Hepburn, S., Young, G. S., & Rogers, S. J. (2016). Sensory symptoms in children with autism spectrum disorder, other developmental disorders and typical development: A longitudinal study. Autism, 20(5), 572–579. https://doi.org/10.1177/1362361315599755CrossRefPubMed

Miller, M., Chukoskie, L., Zinni, M., Townsend, J., & Trauner, D. (2014). Dyspraxia, motor function and visual-motor integration in autism. Behavioural Brain Research, 269(1), 95–102. https://doi.org/10.1016/j.bbr.2014.04.011 Qualtrics, Provo, U. T., USA. https://www.qualtrics.comCrossRefPubMedPubMedCentral

Rosenblum, S., Simhon, B., H. A., & Gal, E. (2016). Unique handwriting performance characteristics of children with high-functioning autism spectrum disorders. Research in Autism Spectrum Disorders, 23(1), 235–244. https://doi.org/10.1016/j.rasd.2015.11.004

Rosenblum, S., Ben-Shimon, H. A., Meyers, S., & Gal, E. (2019). Predictors of handwriting performance among children with autism spectrum disorder. Research in Autism Spectrum Disorders, 60(1), 16–24. https://doi.org/10.1016/j.rasd.2019.01.00CrossRef

Rosenblum, S., Goldstand, S., & Parush, S. (2006). Relationships among biomechanical ergonomic factors, handwriting product quality, handwriting efficiency, and computerized handwriting process measures in children with and without handwriting difficulties. American Journal of Occupational Therapy, 60(1), 28–39. https://doi.org/10.5014/ajot.60.1.28CrossRef

Rosenblum, S., Parush, S., & Weiss, P. L. (2003). The in air phenomenon: temporal and spatial correlates of the handwriting process. Perceptual and Motor Skills, 96(1), 933–954. https://doi.org/10.2466/PMS.96.3.933-954CrossRefPubMed

Rosenblum, S., Weiss, P. L., & Parush, S. (2003). Product and process evaluation of handwriting difficulties. Educational Psychology Review, 15(1), 41–81. https://doi.org/10.1023/A:1021371425220CrossRef

Rosenblum, S., Weiss, P. L., & Parush, S. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing, 17(5), 433–458. https://doi.org/10.1023/B:READ.0000044596.91833.55CrossRef

Sigmundsson, H., Newell, K. M., Polman, R., & Haga, M. (2021). Exploration of the specificity of motor skills hypothesis in 7–8 years old primary school children: Exploring the relationship between 12 different motor skills from two different motor competence test batteries. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.631175CrossRefPubMedPubMedCentral

Smits-Engelsman. (2010). Movement Assessment Battery for Children-2. Dutch Standardization. Amsterdam: Pearson Education

Tarka, P. (2018). An overview of structural equation modelling: Its beginnings, historical development, usefulness and controversies in the social sciences. Quality & Quantity, 52(1), 313–354. https://doi.org/10.1007/s11135-017-0469-8CrossRef

Van den Bos, N., Houwen, S., Schoemaker, M., & Rosenblum, S. (2021). Balancing text generative and text transcriptive demands: Written content and handwriting legibility and speed of children and youth with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05325-wCrossRefPubMed

Van den Bos, N., & Rosenblum, S. (2022). The Underlying Mechanisms of Handwriting of Individuals with Autism Spectrum Disorder: A Scoping Review [Manuscript submitted for publication]. Department of Occupational Therapy, University of Haifa

Van Dijk, H., & Tellegen, P. J. (2004). Nederlandse Intelligentietest voor Onderwijsniveau: Instructie. Amsterdam: Boom Test Uitgevers

Werner, P., Rosenblum, S., Bar-On, G., Heinik, J., & Korczyn, A. (2006). Handwriting process variables discriminating mild Alzheimer’s disease and mild cognitive impairment. Journals of Gerontology Series B Psychological Sciences and Social Sciences, 61(4), 228–236. https://doi.org/10.1093/geronb/61.4.p228CrossRef

Zajic, M. C., & Wilson, S. E. (2020). Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability:A systematic review using a language domains and mediational systems framework. Research in Autism Spectrum Disorder, 70(1),101471. https://doi.org/10.1016/j.rasd.2019.101471

Titel: Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum Disorder
Auteurs: Nellie van den Bos
Suzanne Houwen
Marina Schoemaker
Sara Rozenblum
Publicatiedatum: 15-10-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05741-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2024

Autism Comes to the Pediatric Hospital: Perspectives of Child Life Specialists

Community-based Agency Delivery of Parent-Child Interaction Therapy: Comparing Outcomes for Children with and Without Autism Spectrum Disorder and/or Developmental Delays

Transdiagnostic Patterns of Sensory Processing in Autism and ADHD

Exploring the Symptom Profiles of Intolerance of Uncertainty in Autistic Children

The Lack of Alterations in Metabolites in the Medial Prefrontal Cortex and Amygdala, but Their Associations with Autistic Traits, Empathy, and Personality Traits in Adults with Autism Spectrum Disorder: A Preliminary Study

Can Enactment and Motor Imagery Improve Working Memory for Instructions in Children with Autism Spectrum Disorder and Children with Intellectual Disability?