PREDICTIVE CHARACTERISTICS OF DYSGRAPHIA IN YOUNG SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDER
PREDICTIVE CHARACTERISTICS OF DYSGRAPHIA IN YOUNG SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDER

Summary/Abstract: the relevance of this research is underscored by the lack of a clear consensus at the national and international levels regarding the conceptual definition and classification of dysgraphia. An analysis of dysgraphia must include an examination of the mechanisms underlying its pathogenesis, as well as the progression and changes in symptoms in relation to various neurobiological, sensory, cognitive, and educational factors. The research topic becomes even more relevant in the context of ASD, as most children with ASD experience associated difficulties, even in the absence of severe intellectual disability. The results of the experimental research confirmed the existence of a significant relationship between early psychomotor development and the subsequent development of written language. Difficulties with postural control, body organization, lateralization, bilateral coordination, sensory integration, spatial structuring, and visuomotor coordination identified during the preschool years have been shown to have significant predictive value for the emergence of dysgraphic symptoms in early school-age children. These findings confirm the conclusions of contemporary research, according to which the foundations of writing are formed long before the onset of formal instruction and are closely linked to the development of the body and the functioning of the nervous system. An intervention program has been developed for the early detection and treatment of dysgraphia in children with ASD. This program has been validated, and practical recommendations have been proposed

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