Effectiveness of Chinese Handwriting Intervention Program for Children With ASD

National Taiwan University

Status: Completed

Conditions: Autism Spectrum Disorder

Treatments: Behavioral: Chinese handwriting intervention program for children with ASD, named "Go Go Handwriting - ASD version"

Study type: Interventional

Funder types: Other

Identifiers

NCT05841511

202302086RINB

Details and patient eligibility

About

This research aims to investigate the effectiveness and acceptability of the newly developed Chinese handwriting performance intervention program

Enrollment: 22 patients

Sex: All

Ages: 6 to 9 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

1. first or second grader
2. reported problems with poor handwriting legibility or performed less readable handwriting as claimed by their school teachers or caregivers
3. score at most 33 scores in overall legibility dimension or at-least 45 incorrect strokes in Chinese Handwriting Legibility Assessment for Children (CHLAC)
4. previously diagnosed with ASD
5. and score at least seven scores in Autism Behavior Checklist Taiwan Version (ABC-T) will be included in this study.

Exclusion criteria

1. any physical disability affecting the upper limb
2. any hearing or visual impairment
3. intelligence quotient below 70 or previously diagnosed with intellectual disability
4. unable to follow the evaluation instruction.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Crossover Assignment

Masking: Double Blind

---

22 participants in 2 patient groups

Immediate treatment group

Experimental group

Description:

The immediate treatment group will receive the intervention in the first time period, while the wait-list control group will receive the intervention program during the second time period. Baseline and outcome evaluation will be accessed at three-time points: baseline assessment (1st week), assessment 1-midway (5th week), and assessment 2-final (10th week) in this study. To establish and develop an efficient program, several theories were implemented into the intervention design to address handwriting problems in children with ASD, including psycho-geometric theory, motor learning theory, and cognitive training theories. The intervention will be delivered in thirty-six activities for visual perceptual, fine motor, and visual motor integration skill training integrated with the unique properties of the Chinese writing system. A total of 12 hours of intervention program will be conducted in eight sessions within four weeks.

Treatment:

Behavioral: Chinese handwriting intervention program for children with ASD, named "Go Go Handwriting - ASD version"

Wait-list control group

Experimental group

Description:

The immediate treatment group will receive the intervention in the first time period, while the wait-list control group will receive the intervention program during the second time period. Baseline and outcome evaluation will be accessed at three-time points: baseline assessment (1st week), assessment 1-midway (5th week), and assessment 2-final (10th week) in this study. To establish and develop an efficient program, several theories were implemented into the intervention design to address handwriting problems in children with ASD, including psycho-geometric theory, motor learning theory, and cognitive training theories. The intervention will be delivered in thirty-six activities for visual perceptual, fine motor, and visual motor integration skill training integrated with the unique properties of the Chinese writing system. A total of 12 hours of intervention program will be conducted in eight sessions within four weeks.

Treatment:

Behavioral: Chinese handwriting intervention program for children with ASD, named "Go Go Handwriting - ASD version"