Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.

中文翻译：

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视频自我建模作为治疗自闭症谱系障碍儿童书写障碍的干预措施

摘要 手写的严重缺陷被称为书写障碍，这是一个经常与自闭症谱系障碍 (ASD) 相关的问题。视频自我建模 (VSM) 已被证明对 ASD 儿童在加强社交技能、语言表达和日常生活技能方面是有效的。由于 VSM 已证明在获得多种技能方面取得了成功，因此它可能同样有效地治疗 ASD 儿童的书写障碍。本研究采用单受试者设计，其中包括三个被诊断患有 ASD 的 7-8 岁儿童，该研究检查了 VSM 作为提高手写可读性和熟练程度的治疗方法。所有参与者的易读性数据都显示出从基线到治疗和维持阶段的大效应量和高比例的非重叠数据，表明 VSM 是改善和保持 ASD 儿童笔迹易读性的有效治疗方法。结果讨论了 VSM 作为干预 ASD 儿童学业技能缺陷的适用性。