Studies investigating the performance of self‐care and visual perception in young children with autism spectrum disorder (ASD) are limited. The relationship between self‐care performance and visual perception ability in young children with ASD is not yet clearly understood. Here, self‐care performance was evaluated by the caregivers and therapists of children with ASD. The differences in self‐care performance and visual perception ability were investigated in 66 children with ASD and 66 typically developing (TD) children between the ages of 48–83 months. The relationships between self‐care and visual perception were tested in both two groups. The Assessment of Motor and Process Skills (AMPS) and the Chinese version of the Pediatric Evaluation of Disability Inventory (PEDI‐C) were used to assess the children's self‐care performance. The Test of Visual Perceptual Skills‐Third Edition (TVPS‐3) and the Developmental Test of Visual Perception‐Third Edition (DTVP‐3) were used to evaluate visual perception ability. Young children with ASD obtained significantly lower scores for self‐care performance (AMPS and PEDI‐C) and visual perception ability (TVPS‐3 and DTVP) compared with TD children. Additionally, positive correlations were found between self‐care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self‐care and visual perception performance of young children with ASD. The findings of this research highlight the need for pediatric practitioners to include self‐care and visual‐motor integration evaluations for young children with ASD. Lay Summary Young children with ASD obtained significantly lower scores for self‐care performance and visual perception ability compared with TD children. Positive correlations were found between self‐care performance and visual perception ability in young children with ASD. The results provide a valuable contribution to our understanding about self‐care and visual perception performance of young children with ASD.
Importance: Caregiver rating scales often give an unclear picture of the actual self-care performance of preschool children with autism spectrum disorder (ASD). Objective: To assess self-care performance among preschool children with ASD using two standardized instruments. Design: Cross-sectional study. Setting: Clinics, hospitals, and early intervention centers in Tainan, Taiwan. Participants: Sixty children with ASD (ages 48–71 mo). Outcomes and Measures: The Standard Version of the Childhood Autism Rating Scale–Second Edition, the Assessment of Motor and Process Skills (AMPS), and the Chinese version of the Pediatric Evaluation of Disability Inventory (PEDI–C). Results: About 53.3% of children with ASD scored below 1.5 logits for AMPS motor skills and below 1 logit for AMPS process skills, indicating difficulties performing activities of daily living tasks. The average PEDI–C self-care normative standard scores were moderately low (between −1 and −2 SDs), indicating poor self-care performance. The correlations between the two measures were also low (rs = .27–.44). Overall, the results for 36 children were consistent with AMPS and PEDI–C scores; however, those for 24 children (40.0%) were discrepant. Conclusions and Relevance: These findings have implications for how preschool children with ASD perform their self-care activities and suggest that more than half of preschool children with ASD have a need for occupational therapy interventions that target self-care skills. Occupational therapy practitioners can work with preschool children with ASD and their families to help them improve their self-care performance. What This Article Adds: Many children with ASD need occupational therapy interventions that target self-care skills. Both the AMPS and the PEDI–C provide valuable information from different perspectives on the self-care performance of preschool children with ASD.
ObjectiveVisual perception is a skill that contributes to the performance of self-care and important development tasks in early childhood. The relationship between self-care and visual perception is especially significant for young children with autism spectrum disorder (ASD), who have been described as visual learners. However, this relationship is not clearly understood among young children with ASD. We investigated the role of motor-free visual perception on the relationship between self-care and visual-motor integration in young children with ASD.MethodsA sample of 66 children with ASD aged 48 to 83 months were recruited. Measurements included the Assessment of Motor and Process Skills, the Developmental Test of Visual Perception—Third Edition, and Test of Visual-Perceptual Skills—Third Edition.ResultsThe results indicated that self-care performance had significant positive correlations with visual-motor integration, visual discrimination, visual memory, visual spatial relationships, and visual sequential memory. Of these, visual sequential memory and visual spatial relationships were the main factors related to self-care performance. Sequential memory was a mediator of the relationship between visual-motor integration and self-care performance.ConclusionThis study establishes a deeper understanding of self-care and motor-free visual perception among young children with ASD. Understanding the relationship between visual perception and self-care in young children with ASD may aid professionals in providing self-care interventions for this population.
Date Presented 03/27/20 The results of this study showed that self-care and visual perception in preschool children with ASD significantly differed from typically developing peers. Self-care performance was significantly correlated with visual perception, indicating that preschool children with ASD had greater self-care performance when they demonstrated better visual perception skills. Primary Author and Speaker: I-Jou Chi Additional Authors and Speakers: Ling-Yi Lin
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