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

Nellie van den Bos; Suzanne Houwen; Marina Schoemaker; Sara Rozenblum

doi:10.1007/s10803-022-05741-6

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

Nellie van den Bos^*, Suzanne Houwen, Marina Schoemaker, Sara Rozenblum

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

1 Citation (Scopus)

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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.

Original language	English
Pages (from-to)	155–167
Number of pages	13
Journal	Journal of Autism and Developmental Disorders
Volume	54
Early online date	15-Oct-2022
DOIs	https://doi.org/10.1007/s10803-022-05741-6
Publication status	Published - 2024

Keywords

Handwriting
Autism Spectrum Disorder
visuomotor integration
executive functions
MOVEMENT ASSESSMENT BATTERY
HIGH-FUNCTIONING AUTISM
EXECUTIVE FUNCTION
EXPERIENCE
IMPAIRMENTS
PERFORMANCE
INTEGRATION
LEGIBILITY
PREDICTORS
EDITION

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Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum DisorderFinal publisher's version, 1.38 MBLicence: Taverne

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1 Erratum

Correction to: Using Structural Equation Modeling to Analyze Handwriting of Children and Youth with Autism Spectrum Disorder (Journal of Autism and Developmental Disorders, (2022), 10.1007/s10803-022-05741-6)
van den Bos, N., Houwen, S., Schoemaker, M. & Rosenblum, S., May-2023, In: Journal of Autism and Developmental Disorders. 53, 5, p. 2170 1 p.
Research output: Contribution to journal › Erratum

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3 Citations (Scopus)

Cite this

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title = "Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum Disorder",

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.",

keywords = "Handwriting, Autism Spectrum Disorder, visuomotor integration, executive functions, MOVEMENT ASSESSMENT BATTERY, HIGH-FUNCTIONING AUTISM, EXECUTIVE FUNCTION, EXPERIENCE, IMPAIRMENTS, PERFORMANCE, INTEGRATION, LEGIBILITY, PREDICTORS, EDITION",

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year = "2024",

doi = "10.1007/s10803-022-05741-6",

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journal = "Journal of Autism and Developmental Disorders",

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AU - van den Bos, Nellie

AU - Houwen, Suzanne

AU - Schoemaker, Marina

AU - Rozenblum, Sara

PY - 2024

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N2 - 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.

AB - 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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KW - executive functions

KW - MOVEMENT ASSESSMENT BATTERY

KW - HIGH-FUNCTIONING AUTISM

KW - EXECUTIVE FUNCTION

KW - EXPERIENCE

KW - IMPAIRMENTS

KW - PERFORMANCE

KW - INTEGRATION

KW - LEGIBILITY

KW - PREDICTORS

KW - EDITION

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JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

ER -

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

Abstract

Keywords

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Research output

Correction to: Using Structural Equation Modeling to Analyze Handwriting of Children and Youth with Autism Spectrum Disorder (Journal of Autism and Developmental Disorders, (2022), 10.1007/s10803-022-05741-6)

Cite this