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

Department of Occupational Therapy

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

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
Issue number	1
DOIs	https://doi.org/10.1007/s10803-022-05741-6
State	Published - Jan 2024

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

Autism Spectrum Disorder
Handwriting
executive functions
visuomotor integration

ASJC Scopus subject areas

Developmental and Educational Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s10803-022-05741-6

Cite this

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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