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Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

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Updated: Sep 12, 2025

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis

Published on: November 21, 2013

Enhancing Handwriting Performance in Autistic Children: A Randomized Crossover Study on the Effectiveness of a

Jia Le Pong^1,2, Tsu-Hsin Howe³, Hao-Ling Chen^1,4

¹School of Occupational Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.

Autism Research : Official Journal of the International Society for Autism Research

|August 8, 2025

Summary

This summary is machine-generated.

This study shows a handwriting program improved legibility and foundational skills for autistic children. The intervention effectively addressed challenges related to weak central coherence (WCC) and logographic writing demands.

Keywords:

autism spectrum disorder logographic handwriting weak central coherence

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Published on: March 27, 2012

Area of Science:

Developmental Psychology
Neurodevelopmental Disorders
Educational Interventions

Background:

Autistic children often struggle with handwriting fundamentals, impacting academic performance.
Weak central coherence (WCC) in autistic individuals affects integrating details, crucial for tasks like logographic handwriting.
Logographic writing presents unique spatial challenges for autistic children due to radical integration requirements.

Purpose of the Study:

To evaluate a modified geometric-based handwriting intervention for autistic children.
To improve fundamental handwriting skills, address logographic character spatial demands, and mitigate WCC impacts.
To assess the intervention's effect on handwriting performance, foundational skills, and participant acceptability.

Main Methods:

A 12-hour one-on-one handwriting intervention was administered to 22 autistic first- and second-grade students.
Intervention focused on geometric principles to enhance fundamental skills and address logographic writing complexities.
Data collected included handwriting legibility, speed, visual perception, fine motor coordination, visual-motor integration, motivation, and satisfaction.

Main Results:

Significant improvements were observed in handwriting legibility, visual perception, and fine motor coordination.
The intervention demonstrated high acceptance ratings from both autistic students and their caregivers.
No significant changes were noted in handwriting speed or visual-motor integration.

Conclusions:

The modified geometric-based handwriting program effectively enhances handwriting legibility and foundational skills in autistic children.
The intervention successfully addresses specific challenges faced by autistic children in handwriting, including WCC-related difficulties.
High participant motivation and satisfaction suggest the program's suitability for this population.