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A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder

Johnson, Beth P., Papadopoulos, Nicole, Fielding, Joanne, Tonge, Bruce, Phillips, James G. and Rinehart, Nicole J. 2013, A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder, Research in autism spectrum disorders, vol. 7, no. 12, pp. 1638-1646, doi: 10.1016/j.rasd.2013.09.008.

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Title A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder
Author(s) Johnson, Beth P.
Papadopoulos, Nicole
Fielding, Joanne
Tonge, Bruce
Phillips, James G.
Rinehart, Nicole J.ORCID iD for Rinehart, Nicole J. orcid.org/0000-0001-6109-3958
Journal name Research in autism spectrum disorders
Volume number 7
Issue number 12
Start page 1638
End page 1646
Total pages 9
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2013-12
ISSN 1750-9467
1878-0237
Keyword(s) Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Special
Psychology, Developmental
Psychiatry
Rehabilitation
Education & Educational Research
Psychology
PSYCHIATRY, SSCI
REHABILITATION, SSCI
Handwriting
Fine motor
Dysgraphia
Autism
Attention deficit hyperactivity disorder
Summary Children with high-functioning autism (HFA) and attention deficit hyperactivity disorder (ADHD) often experience significant handwriting difficulties, which can hamper their academic progress and ability to express themselves through symbols and words. Handwriting of children with HFA was compared to those with ADHD based on performance on the speed subtest of the Handwriting Performance Test. Differences in handwriting speed, size and alignment of words, and proportion of handwriting errors, such as corrections and substitutions, were assessed between groups. Results indicated distinct profiles of handwriting problems in HFA and ADHD: children with HFA demonstrated poorer spatial arrangement of words and reduced handwriting speed, and those with ADHD made more handwriting errors, such as corrections and transpositions. These findings have important implications in understanding the similarities and differences for children with HFA and ADHD and lay the groundwork for effective intervention strategies.
Language eng
DOI 10.1016/j.rasd.2013.09.008
Field of Research 179999 Psychology and Cognitive Sciences not elsewhere classified
1701 Psychology
1303 Specialist Studies In Education
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, Elsevier Ltd.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30072231

Document type: Journal Article
Collection: School of Psychology
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