Relationship between legibility of handwriting and characteristics of children with autism spectrum disorders and children with attention-deficit hyperactivity disorders

DOI Web Site
  • Megumi Akiko
    Graduate School of Social and Cultural Sciences, Kumamoto University
  • Fukuda Ayako
    Hanamizuki Institute of Special Needs Education Faculty of International Liberal Arts, Dokkyo University

Bibliographic Information

Other Title
  • ひらがな単語聴写課題を用いた自閉スペクトラム症児および注意欠如・多動性障害児における書字形態の特異性
  • ヒラガナ タンゴチョウシャカダイ オ モチイタ ジヘイスペクトラムショウジ オヨビ チュウイ ケツジョ ・ タドウセイ ショウガイジ ニ オケル ショ ジケイタイ ノ トクイセイ

Search this article

Description

<p>　　In this study, we aimed to clarify the relationship between the legibility of handwriting and the characteristics of the developmental disorders （ADHD and （ADHD and ASD）.　Previous studies on fluency and accuracy of reading have revealed that phonological awareness and visual cognition affect reading and writing;however, the relationship between character formation and characteristics of the developmental disorders, ADHD and ASD, has not been fully clarified.　Nine typically developing children and ten children with either ADHD or ASD participated in the present study.　We quantitatively assessed the legibility of the hiragana words that were first listened to and then written down by both groups of children;then, we analyzed the relationship of the legibility of handwriting with the characteristics of the developmental disorders.　Results revealed that children with developmental disorders showed lower legibility scores than typically developing children （p <.0001）.　A negative correlation between inattention and legibility scores in boys with developmental disorders was also demonstrated （r = −0.74, p =.038）.　These results suggest that it is possible to evaluate the characteristics of children with the developmental disorders, ADHD and ASD, by assessing the legibility of handwriting.</p>

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top