Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder

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

doi:10.1007/s10803-021-05325-w

Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder

Nellie van den Bos, Suzanne Houwen, Marina Schoemaker, Sara Rosenblum

Department of Occupational Therapy

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

Abstract

The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n = 67) and Typically Developing (TD) peers (n = 67). Participants (80.6% male, ages 9–14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided.

Original language	English
Journal	Journal of Autism and Developmental Disorders
DOIs	https://doi.org/10.1007/s10803-021-05325-w
State	Accepted/In press - 2021

Bibliographical note

Funding Information:
The authors are grateful to the Autism Fund (Grant No. 190236) 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.

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

ASD
Handwriting legibility
Handwriting speed
Written content

ASJC Scopus subject areas

Developmental and Educational Psychology

Access to Document

10.1007/s10803-021-05325-w

Cite this

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title = "Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder",

abstract = "The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n = 67) and Typically Developing (TD) peers (n = 67). Participants (80.6% male, ages 9–14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided.",

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AU - Rosenblum, Sara

N1 - Funding Information: The authors are grateful to the Autism Fund (Grant No. 190236) 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. Publisher Copyright: © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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AB - The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n = 67) and Typically Developing (TD) peers (n = 67). Participants (80.6% male, ages 9–14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided.

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Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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