Effectiveness of Chinese Handwriting Intervention Program for Children With ASD: A Randomized Crossover Trail
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 22
- 试验地点
- 2
- 主要终点
- Changes of Chinese Handwriting Legibility Assessment for Children (CHLAC)
研究概览
简要总结
This research aims to investigate the effectiveness and acceptability of the newly developed Chinese handwriting performance intervention program
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Treatment
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 6 Years 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •first or second grader
- •reported problems with poor handwriting legibility or performed less readable handwriting as claimed by their school teachers or caregivers
- •score at most 33 scores in overall legibility dimension or at-least 45 incorrect strokes in Chinese Handwriting Legibility Assessment for Children (CHLAC)
- •previously diagnosed with ASD
- •and score at least seven scores in Autism Behavior Checklist Taiwan Version (ABC-T) will be included in this study.
排除标准
- •any physical disability affecting the upper limb
- •any hearing or visual impairment
- •intelligence quotient below 70 or previously diagnosed with intellectual disability
- •unable to follow the evaluation instruction.
研究组 & 干预措施
Immediate treatment group
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.
干预措施: Chinese handwriting intervention program for children with ASD, named "Go Go Handwriting - ASD version" (Behavioral)
Wait-list control group
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.
干预措施: Chinese handwriting intervention program for children with ASD, named "Go Go Handwriting - ASD version" (Behavioral)
结局指标
主要结局
Changes of Chinese Handwriting Legibility Assessment for Children (CHLAC)
时间窗: baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week)
CHLAC is a self-developed assessment tool to measure handwriting legibility. The participants will be requested to copy the printed 10 Chinese characters to 2\*2cm squares on the exam sheet. These Chinese characters were selected from three versions of current mandarin textbooks, and those with high-frequency and around-the-average stroke counts were chosen. These chosen characters were then selected to ensure a similar ratio of each character type in the test. A trained examiner will score the character legibility according to handwriting legibility and amounts of incorrect strokes. The handwriting legibility dimensions include size, position, orientation, proportion, and space. The total score for handwriting legibility will be 50, and a higher score indicates more legible handwriting. The incorrect strokes will also be counted; a higher score indicates less legible handwriting.
Changes of The Battery of Chinese Basic Literacy (BCBL)
时间窗: baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week)
The BCBL is a standardized assessment to evaluate Chinese reading and writing skills. It consists of reading and writing tests. Only the copying subtest will be administered in this study to measure the handwriting speed of participants. In this test, the participant is requested to correctly and accurately copy 25 Chinese characters printed on the exam sheet (near copy subtest and 25 Chinese characters displayed on a cloth strip (far copy subtest). The number of correct characters written within the prescribed time will be calculated and converted into character copy per minute to represent their handwriting speed.
次要结局
- Changes of Bruininks-Oseretsky Test of Motor Proficiency - Second Edition (BOT-2)(baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week))
- Changes of Developmental Test of Visual Perception - Third Edition (DTVP-3)(baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week))
- Changes of Beery-Buktenica Developmental Test of Visual-Motor Integration - Sixth Edition (VMI-6)(baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week))
- Changes of Pediatric Motivation Questionnaire (PMQ) and Satisfaction Questionnaire for the caregiver (SQ)(baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week))
- Changes of Test of Visual Perceptual Skills - Fourth Edition (TVPS-4)(baseline assessment (1st week), assessment 1- midway (5th week), and assessment 2-final (10th week))