Effect of Oculomotor Exercise on Writing Capabilities on Autism

NCT ID: NCT05192993

Last Updated: 2022-01-14

Basic Information

• Recruitment Status: UNKNOWN
• Clinical Phase: NA
• Total Enrollment: 40 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2022-01-01
• Study Completion Date: 2022-03-31

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.

Conditions

Autism

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

visual motor integration group

participants in the experimental group will receive visual motor integration program

Group Type: EXPERIMENTAL

visual motor integration group

Intervention Type: OTHER

Oculomotor exercises as follow:(1) Eye follow with a stationary head 2)Saccadic eye movements 3) Gaze stability 4)Eye/head co-ordination 5)Balancing exercises

Handwriting intervention group

participants in the experimental group will receive handwriting intervention program.

Group Type: ACTIVE_COMPARATOR

Handwriting intervention programs

Intervention Type: OTHER

(1)Eye motor coordination (2)position in space(3)coping-figure ground(4)spatial relationship(5)visual closure(6)constancy of shapes(7)far and near coping

visual motor integration and Handwriting intervention group

participants in the group will receive visual motor integration program and handwriting intervention program.

Group Type: ACTIVE_COMPARATOR

visual motor integration program and Handwriting intervention programs

Intervention Type: OTHER

Oculomotor exercises as follow:(1) Eye follow with a stationary head 2)Saccadic eye movements 3) Gaze stability 4)Eye/head co-ordination 5)Balancing exercises 6)Eye motor coordination (7)position in space(8)coping-figure ground(9)spatial relationship(10)visual closure(11)constancy of shapes(12)far and near coping

Hand writing intervention as follow (1)Eye motor coordination (2)position in space(3)coping-figure ground(4)spatial relationship(5)visual closure(6)constancy of shapes(7)far and near coping

Interventions

visual motor integration group

Oculomotor exercises as follow:(1) Eye follow with a stationary head 2)Saccadic eye movements 3) Gaze stability 4)Eye/head co-ordination 5)Balancing exercises

Intervention Type: OTHER

Handwriting intervention programs

(1)Eye motor coordination (2)position in space(3)coping-figure ground(4)spatial relationship(5)visual closure(6)constancy of shapes(7)far and near coping

Intervention Type: OTHER

visual motor integration program and Handwriting intervention programs

Oculomotor exercises as follow:(1) Eye follow with a stationary head 2)Saccadic eye movements 3) Gaze stability 4)Eye/head co-ordination 5)Balancing exercises 6)Eye motor coordination (7)position in space(8)coping-figure ground(9)spatial relationship(10)visual closure(11)constancy of shapes(12)far and near coping

Hand writing intervention as follow (1)Eye motor coordination (2)position in space(3)coping-figure ground(4)spatial relationship(5)visual closure(6)constancy of shapes(7)far and near coping

Intervention Type: OTHER

Eligibility Criteria

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.

• Minimum Eligible Age: 5 Years
• Maximum Eligible Age: 8 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Misr University for Science and Technology

OTHER

Sponsor Role: lead

Responsible Party

Samah Mahmoud Sheha

principal investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Samah M Sheha, PhD

Role: PRINCIPAL_INVESTIGATOR

Misr University for Science and Technology

Locations

Misr university for science and technology

Cairo, , Egypt

Countries

Egypt

References

Accardo AL, Finnegan EG, Kuder SJ, Bomgardner EM. Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis. J Autism Dev Disord. 2020 Jun;50(6):1988-2006. doi: 10.1007/s10803-019-03955-9.

Reference Type: BACKGROUND

PMID: 30838491 (View on PubMed)

Other Identifiers

P.T.REC/012/003283

Identifier Type: -

Identifier Source: org_study_id