Effect of Oculomotor Exercise on Writing Capabilities on Autism

NCT05192993 | Unknown DMC

• 1 other identifier: P.T.REC/012/003283
• Study Type: interventional
• Target: 40
• Locations: 1 country
• Sites: 1

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.

Conditions

Autism

Outcome Measures

Primary Outcomes (1)

• gaze stability

  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

  6 weeks

Secondary Outcomes (1)

• eye head coordination

  6 weeks

Other Outcomes (1)

• saccadic eye movement

  6 weeks

Study Arms (3)

visual motor integration group

EXPERIMENTAL

participants in the experimental group will receive visual motor integration program

Other: visual motor integration group

Handwriting intervention group

ACTIVE COMPARATOR

participants in the experimental group will receive handwriting intervention program.

Other: Handwriting intervention programs

visual motor integration and Handwriting intervention group

ACTIVE COMPARATOR

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

Other: visual motor integration program and Handwriting intervention programs

Interventions

visual motor integration group 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

visual motor integration group

Handwriting intervention programs 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

Handwriting intervention group

visual motor integration program and Handwriting intervention programs 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

visual motor integration and Handwriting intervention group

Eligibility Criteria

• Age: 5 Years - 8 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

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

You may not qualify if:

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

Sponsors & Collaborators

• Misr University for Science and Technology: lead

Study Sites (1)

Misr university for science and technology

Cairo, P.O. Box:77, Egypt

Location

Related Publications (1)

• 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.

  PMID: 30838491 BACKGROUND

MeSH Terms

Conditions

Autistic Disorder

Condition Hierarchy (Ancestors)

Autism Spectrum Disorder; Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Samah M Sheha, PhD

  Misr University for Science and Technology

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: principal investigator

Study Record Dates

• First Submitted: October 21, 2021
• First Posted: January 14, 2022
• Study Start: January 1, 2022
• Primary Completion: March 1, 2022
• Study Completion: March 1, 2022
• Last Updated: January 14, 2022

Record last verified: 2021-12

Data Sharing

• IPD Sharing: Will not share

Locations

EG (1)