Constructional praxis in children with Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder
Simonetta Panerai, Domenica Tasca, Marinella Zingale, Anna Maria Torrisi, Patricia Maria Domenica Lupica Capra, Maurizio Elia
Constructional praxis are usually assessed through building/assembling tests and copy/free drawing tests. Studies in literature have shown a significant correlation between constructional praxis and executive functions as well as deficient visuo-constructional functions in individuals with either ASD or ADHD. Our study aimed to compare constructional abilities in children with either ASD or ADHD, in order to detect any specific profiles. Results showed relatively preserved two-dimensional construction abilities in both groups, while significantly deficient copy/free drawing performances were found in comparison with the control group. The comparison between ASD and ADHD did not reveal statistically significant differences between any of the tests; however, individuals with ASD performed better in known object (clock) drawing, while individuals with ADHD showed improved performances in the human figure drawing test (La Dame qui se promène et il pleut). Therefore, individuals with ADHD showed higher abilities than individuals with ASD in integrating known elements to generate something new.
Keywords
ASD, ADHD, constructional praxis, free drawing, copying drawing.