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.
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13 January 2023
A Correction to this paper has been published: https://doi.org/10.1007/s10803-022-05836-0
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Acknowledgements
The authors are grateful to the Autism Fund in the Netherlands for their contribution to the Handwriting Study which helped to cover the costs of materials for the data collection in the Netherlands. The authors thank the undergraduate and graduate students of the Center of Human Movement Sciences and the Inclusive and Special Needs Education Unit of the University of Groningen for their outstanding assistance during data collection. The authors also thank the two reviewers whose feedback substantially increased the quality of this paper.
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Partial financial support was received from the Autism Fund from the Netherlands, under Grant Agreement No 190326.
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Approval was obtained from the ethics committees of the Faculty of Social Welfare and Health Sciences, University of Haifa (Israel) and the Department of Pedagogical and Educational Sciences, University of Groningen (the Netherlands). The procedures used in this study adhere to the tenets of the Declaration of Helsinki.
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van den Bos, N., Houwen, S., Schoemaker, M. et al. Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum Disorder. J Autism Dev Disord 54, 155–167 (2024). https://doi.org/10.1007/s10803-022-05741-6
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DOI: https://doi.org/10.1007/s10803-022-05741-6