Effect of Oculomotor Exercise on Writing Capabilities on Autism

Not Applicable

• Conditions: Autism
• Interventions: Other: visual motor integration group; Other: Handwriting intervention programs; Other: visual motor integration program and Handwriting intervention programs

• Registration Number: NCT05192993
• Lead Sponsor: Misr University for Science and Technology

Brief Summary

Autism spectrum disorders (ASD)are neurodevelopmental disorders that are clinically characterized by a triad of features: impairments in social interaction, impairments in communication, and presence of restrictive repetitive and stereotypical behaviors, interests, or activities (DSM-IV). In addition to these core deficits, ASD is associated with a high prevalence of fine motor difficulties and executive function impairments that contribute to acquisition and performance of skilled motor tasks. It is therefore not surprising that handwriting difficulties are frequently reported in children with ASD.

Detailed Description

Handwriting is a functional skill that profoundly affects children's academic and psychosocial development. Difficulties in acquiring and applying these skills subsequently lead to problems such as slow writing and illegible written .Such difficulties may have implications on the child's successful participation in school and play activities, potentially leading to problems in academic performance and lowered self-esteem .Therefore, students with handwriting difficulties are especially prone to frustration, disappointment, and under achievement. The aim of our study is to improve handwriting quality of children with ASD.

Study Timeline

• Study First Submitted: 2021-10-21
• Status Verified: 2021-12
• Study First Submitted QC: 2021-12-31
• Last Update Submitted: 2021-12-31
• Study Start: 2022-01-01
• Study First Posted: 2022-01-14
• Last Update Posted: 2022-01-14
• Primary Completion: 2022-03
• Study Completion: 2022-03

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 40

Inclusion Criteria

• Mild autism (score 55-71) on Gilliam Autism Rating Scale (GARS-3).
• Intelligence quotient (IQ) score 70-100.
• Writing difficulties

Exclusion Criteria

• Middle ear disorders
• Physical or mental conditions that may affect handwriting (e.g., seizures)
• Uncorrected visual or hearing impairments.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
visual motor integration group	visual motor integration group	participants in the experimental group will receive visual motor integration program
Handwriting intervention group	Handwriting intervention programs	participants in the experimental group will receive handwriting intervention program.
visual motor integration and Handwriting intervention group	visual motor integration program and Handwriting intervention programs	participants in the group will receive visual motor integration program and handwriting intervention program.

Primary Outcome Measures

Name	Time	Method
gaze stability	6 weeks	Rating scale of gaze stability; 0= negative Gaze stable smooth well coordinated,percise and fast movement of the head,fluent change of head movement direction; 1. modreate positive Gaze stable,slightely irregular head movement; 2. strong positive Gaze repeatedly unstable ,head movement slow and irregular

Secondary Outcome Measures

Name	Time	Method
eye head coordination	6 weeks	Rating scale of sequential head and eye movements 0= negative Clear,regular ,smooth, dissociated movements,of head and eyes.; 1. moderately positive slightely decelerated eye movements.occasional associated eye-head movements ,head unstable.; 2. strongly positive clearly decelerated , irregular and often associated eye -head movements test not feasible.

Trial Locations

Locations (1)

Misr university for science and technology; 🇪🇬 Cairo, Egypt