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Enhancing Handwriting Performance in Autistic Children: A Randomized Crossover Study on the Effectiveness of a
Jia Le Pong1,2, Tsu-Hsin Howe3, Hao-Ling Chen1,4
1School of Occupational Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.
Summary
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.
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.
