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Danna J, Puyjarinet F, Jolly C. Tools and Methods for Diagnosing Developmental Dysgraphia in the Digital Age: A State of the Art. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1925. [PMID: 38136127 PMCID: PMC10741997 DOI: 10.3390/children10121925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 12/07/2023] [Accepted: 12/11/2023] [Indexed: 12/24/2023]
Abstract
Handwriting is a complex perceptual motor task that requires years of training and practice before complete mastery. Its acquisition is crucial, since handwriting is the basis, together with reading, of the acquisition of higher-level skills such as spelling, grammar, syntax, and text composition. Despite the correct learning and practice of handwriting, some children never master this skill to a sufficient level. These handwriting deficits, referred to as developmental dysgraphia, can seriously impact the acquisition of other skills and thus the academic success of the child if they are not diagnosed and handled early. In this review, we present a non-exhaustive listing of the tools that are the most reported in the literature for the analysis of handwriting and the diagnosis of dysgraphia. A variety of tools focusing on either the final handwriting product or the handwriting process are described here. On one hand, paper-and-pen tools are widely used throughout the world to assess handwriting quality and/or speed, but no universal gold-standard diagnostic test exists. On the other hand, several very promising computerized tools for the diagnosis of dysgraphia have been developed in the last decade, but some improvements are required before they can be available to clinicians. Based on these observations, we will discuss the pros and cons of the existing tools and the perspectives related to the development of a universal, standardized test of dysgraphia combining both paper-and-pen and computerized approaches and including different graphomotor and writing tasks.
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Affiliation(s)
- Jérémy Danna
- University of Toulouse, Centre National de la Recherche Scientifique (CNRS), Laboratoire Cognition, Langues, Langages, Ergonomie (CLLE), 31058 Toulouse, cedex 9, France;
| | - Frédéric Puyjarinet
- UFR de Médecine de Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, 2 rue Ecole de Médecine, CS 59001, 34060 Montpellier, cedex 2, France;
| | - Caroline Jolly
- University Grenoble Alpes, University Savoie Mont-Blanc, Centre National de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France
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Bonneton-Botté N, Miramand L, Bailly R, Pons C. Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1096. [PMID: 37508593 PMCID: PMC10378357 DOI: 10.3390/children10071096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 06/16/2023] [Accepted: 06/19/2023] [Indexed: 07/30/2023]
Abstract
Handwriting is a determining factor for academic success and autonomy for all children. Making knowledge accessible to all is a challenge in the context of inclusive education. Given the neurodevelopmental diversity within a classroom of children, ensuring that the handwriting of all pupils progresses is very demanding for education professionals. The development of tools that can take into account the variability of the profiles and learning abilities of children with handwriting difficulties offers a new potential for the development of specific and adapted remediation strategies. This narrative review aims to present and discuss the challenges of handwriting learning and the opportunities offered by new technologies involving AI for school and health professionals to successfully improve the handwriting skills of all children.
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Affiliation(s)
- Nathalie Bonneton-Botté
- Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), University Brest (UBO), 29000 Brest, France
| | - Ludovic Miramand
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
| | - Rodolphe Bailly
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
| | - Christelle Pons
- Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
- LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
- Department of Physical Medicine and Rehabilitation-Brest University Hospital Center, 2 Avenue Foch, 29200 Brest, France
- UFR (Unité de Formation et de Recherche) Médecine, University Brest (UBO), 22 Avenue Camille Desmoulins, 29238 Brest, France
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Čunek L, Ondřej J, Blažíčková I, Pupíková V, Lacko D, Prošek T, Šafárová K. Handwriting Quality: Psychometric Properties of Two Evaluation Scales With a Czech Sample. Am J Occup Ther 2023; 77:7703205130. [PMID: 37326571 DOI: 10.5014/ajot.2023.050029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/17/2023] Open
Abstract
IMPORTANCE Approximately 7% to 30% of children contend with handwriting issues (HIs) in their school years. However, research studies to define and quantify HIs, as well as practical assessment tools, are lacking. OBJECTIVE To confirm the validity and reliability of two screening scales for HIs: the Handwriting Legibility Scale (HLS) and the Concise Assessment Scale of Children's Handwriting (BHK). DESIGN Structural equation modeling (SEM) and confirmatory factor analysis (CFA) of five different models were used to examine the construct and discriminant validity of both scales. Furthermore, internal consistency and interrater agreement were evaluated. The association among scales, grades, and children's self-evaluation was also explored. SETTING Elementary schools and state counseling centers in the Czech Republic. PARTICIPANTS On a voluntary basis, 161 children from elementary schools and state counseling centers in the Czech Republic were enrolled. The variable of children with typical handwriting development versus HIs was missing for 11 children. Thus, for discriminant validity analysis, 150 data records from children were used. OUTCOMES AND MEASURES The HLS and BHK were used to evaluate the handwriting quality of the transcription task. The Handwriting Proficiency Screening Questionnaires for Children was used for children's self-evaluation. RESULTS The study confirmed the validity and reliability of the shortened BHK and HLS. A strong relationship was found between the BHK and HLS, grades, and children's self-evaluation. CONCLUSIONS AND RELEVANCE Both scales are recommended for occupational therapy practice worldwide. Further research should focus on developing standards and providing sensitivity studies. What This Article Adds: Both the HLS and the BHK are recommended for occupational therapy practice. Practitioners should also take the child's well-being into consideration in handwriting quality assessment.
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Affiliation(s)
- Lukáš Čunek
- Lukáš Čunek, Mgr, is Postgraduate Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic;
| | - Jan Ondřej
- Jan Ondřej, Bc, is Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic
| | - Ivana Blažíčková
- Ivana Blažíčková, Bc, is Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic
| | - Veronika Pupíková
- Veronika Pupíková, Bc, is Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic
| | - David Lacko
- David Lacko, Mgr, is Postgraduate Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic, and Institute of Psychology, Czech Academy of Sciences, Brno, Czech Republic
| | - Tomáš Prošek
- Tomáš Prošek, Mgr, is Postgraduate Student, Department of Psychology, Faculty of Arts, Masaryk University, Brno, Czech Republic
| | - Katarína Šafárová
- Katarína Šafárová, PhD, is Postdoctoral Fellow, Institute of Psychology, Department of Research Methodology, The Czech Academy of Sciences, Brno, Czech Republic
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Koul P, Qureshi MI, Kovela RK. Handwriting Evaluation in School-Aged Children With Developmental Coordination Disorder: A Literature Review. Cureus 2023; 15:e35817. [PMID: 37033536 PMCID: PMC10075016 DOI: 10.7759/cureus.35817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 03/05/2023] [Indexed: 03/08/2023] Open
Abstract
Despite widespread computer use, legible handwriting remains an important common life skill that requires more attention from schools and health professionals. Importantly, instructors and parents typically attribute the difficulties to laziness or a lack of effort, causing the youngster anger and disappointment. Handwriting issues are a public health concern in terms of both prevalence and consequences. Writing is a tough and diverse activity that requires cognitive, perceptual-motor, mental, and emotional talents. It is largely a motor process involving an effective level of motor organization that results in exact movement synchronization. Handwriting problems have been connected to developmental disorders such as developmental coordination disorder. For the affected youngsters, forming letters takes more work, and the kid may forget what he or she planned to write. School children's primary handwriting issues include illegible writing, slow handwriting, and strained writing. Handwriting problems may lead to scholastic underachievement and low self-esteem. Because of this complication, some school-aged children develop handwriting difficulties, which cause psychological distress and learning impairments. In the treatment of children with bad handwriting, the therapeutic intervention has been demonstrated to be successful. We aimed to determine how efficient tools and scales are which assess handwriting in school-aged children having developmental coordination disorder. Keyword searches were conducted on Google Scholar and PubMed, yielding 45 results, eight of which met the inclusion requirements. We concluded that there are a lot of scales and tools to date but no scale focuses on the temporal and spatial parameters for handwriting evaluation.
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Wesley A, Bray P, Pacey V, Chan C, Nicholson LL. Hand Impairment and Function in Children and Adolescents With Heritable Disorders of Connective Tissue. Am J Occup Ther 2022; 76:23963. [DOI: 10.5014/ajot.2022.049282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Abstract
Importance: Heritable disorders of connective tissue (HDCTs) affect hand function and participation in daily activities for children and adolescents.
Objective: To describe hand impairment and function and determine the extent to which hand impairment and function explain the variation in self-reported functional performance.
Design: Cross-sectional observational study.
Setting: Specialist tertiary hospital.
Participants: Children and adolescents ages 8–18 yr with HDCTs (N = 73).
Intervention: None.
Outcomes and Measures: Hand function outcomes included grip strength (digital dynamometer), manipulation and dexterity (Functional Dexterity Test, Nine-Hole Peg Test), and fine motor skills (Bruininks–Oseretsky Test of Motor Proficiency). Upper limb hypermobility was assessed using the Upper Limb Hypermobility Assessment Tool. Hand pain and fatigue were recorded for a timed button test and 3- and 9-min handwriting tasks. Functional performance was measured using the Childhood Health Assessment Questionnaire.
Results: Scores on all hand function measures were below expected norms. Pain and fatigue were significantly worse after the writing tasks (p < .001) but not the button test (p > .40). Secondary students had significantly lower handwriting scores than primary students (p = .03) but similar grip strength z scores (p = .95). Variation in self-reported functional performance was explained by grip strength (6%) and upper limb hypermobility and dexterity (16%).
Conclusions and Relevance: Young people with HDCTs have poor hand function attributable to poor grip strength and hand pain and fatigue. Comprehensive upper limb evaluation and ongoing monitoring throughout the school years are warranted to inform timely intervention.
What This Article Adds: Children and adolescents with heritable disorders of connective tissue have difficulty with hand function that affect their participation in daily activities. The results of this study can help clinicians identify, assess, and monitor daily activities, performance skills, and symptoms of children and adolescents with HDCTs to promote their participation in all aspects of daily life.
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Affiliation(s)
- Alison Wesley
- Alison Wesley, MEd, BSc, GDipOT, is Senior Occupational Therapist, The Children’s Hospital at Westmead, Sydney, New South Wales, Australia, and PhD Candidate, School of Medical Sciences, Faculty of Medicine, The University of Sydney, Sydney, New South Wales, Australia;
| | - Paula Bray
- Paula Bray, PhD, BOT (Hons), is Director of Research, Sydney Children’s Hospitals Network, Sydney, New South Wales, Australia, and Postdoctoral Fellow, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Verity Pacey
- Verity Pacey, PhD, BAppSci (Phty), is Associate Professor, Department of Health Sciences, Faculty of Medicine, Health and Human Sciences, Sydney, New South Wales, Australia
| | - Cliffton Chan
- Cliffton Chan, PhD, BPhysio (Hons), is Associate Professor, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia, and Senior Lecturer, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Leslie L. Nicholson
- Leslie L. Nicholson, PhD, BAppSc (Phty), is Associate Professor, School of Medical Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
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Psychometric Assessment of the Handwriting Proficiency Screening Questionnaire (HPSQ)-Thai Version for Primary School-Aged Children. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101580. [PMID: 36291516 PMCID: PMC9600034 DOI: 10.3390/children9101580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 10/15/2022] [Accepted: 10/17/2022] [Indexed: 11/09/2022]
Abstract
In this study, the original Handwriting Proficiency Screening Questionnaire (HPSQ) was translated into Thai and cross-culturally adapted for use among school-aged children in Thailand. Additionally, the initial psychometric properties of the new Thai version were assessed, including internal consistency, construct validity, and content validity. The original HPSQ was forward-translated by two independent translators from English to Thai and then back-translated. A final consolidation was conducted by an expert committee to develop the Thai HPSQ. In the psychometric evaluation, content validity was quantified using the item-objective congruence (IOC) value for each item. Intra-rater and inter-rater reliabilities were also assessed. Internal consistency was measured using Cronbach’s alpha coefficient, and confirmatory factor analysis models were used to examine its construct validity. The Thai version of the HPSQ had excellent internal consistency (α = 0.92), good construct, and content validity (IOC value > 0.6). Intra-rater reliability was good (intraclass correlation coefficient (ICC) = 0.98), and inter-rater reliability ranged from fair to good (ICC = 0.46−0.77). Factor analysis revealed that a three-factor model best fitted the data. Thus, the Thai version of the HPSQ is a reliable and valid instrument for handwriting evaluation among Thai school-aged children. It can be useful for teachers and therapists to identify students with handwriting problems.
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Hen-Herbst L, Rosenblum S. Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1437. [PMID: 36291371 PMCID: PMC9600430 DOI: 10.3390/children9101437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 09/15/2022] [Accepted: 09/17/2022] [Indexed: 06/16/2023]
Abstract
Knowledge is limited about dysgraphia in adolescence and its association with daily motor-related daily performance and health-related quality of life (HRQOL). This study aimed to (1) compare and (2) examine correlations between handwriting measures, motor-related daily performance, and HRQOL of adolescents with and without dysgraphia and (3) examine the contribution of motor-related daily performance and handwriting measures to predict their physical HRQOL. There were eighty adolescents (13-18 yr): half with dysgraphia and half matched controls without dysgraphia per the Handwriting Proficiency Screening Questionnaire and Handwriting Legibility Scale participated. They copied a paragraph script onto a paper attached to the Computerized Penmanship Evaluation Tool digitizer and completed the World Health Organization Quality of Life Questionnaire-brief version and the Adult Developmental Coordination Disorder Checklist (ADC). We found significant between-group differences in motor-related daily performance, handwriting measures, and HRQOL and significant correlations between HRQOL and handwriting process measures and motor-coordination ability. Handwriting measures predicted 25%, and the ADC A and C subscales 45.6%, of the research group's physical QOL domain score variability. Notably, the control group's current perceptions of their motor-coordination performance (ADC-C) predicted 36.5% of the variance in physical QOL. Dysgraphia's negative effects during childhood and adolescence may reduce adolescents' HRQOL now and into adulthood.
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Affiliation(s)
- Liat Hen-Herbst
- Department of Occupational Therapy, School of Health Sciences, University of Ariel, Ariel 4077625, Israel
| | - Sara Rosenblum
- Department of Occupational Therapy, Faculty of Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa 3498838, Israel
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Fogel Y, Rosenblum S, Barnett AL. Handwriting legibility across different writing tasks in school-aged children. Hong Kong J Occup Ther 2022; 35:44-51. [PMID: 35847189 PMCID: PMC9279878 DOI: 10.1177/15691861221075709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 01/08/2022] [Indexed: 11/16/2022] Open
Abstract
Background: In school, children are required to perform a range of
handwriting tasks. The writing needs to be legible to the child and other readers. The aim
of this study was to examine handwriting legibility across different writing tasks and to
explore which components might predict overall handwriting legibility. Methods: This was a secondary analysis of data from 148 school-aged children
across writing scripts obtained from the Detailed Assessment of Speed of Handwriting:
copying-best, copying-quickly and free-writing. Results: Results showed that letter formation was the major predictor of the
total HLS score, and significant differences in handwriting legibility were found across
the three tasks. Conclusions: The HLS is a practical tool that can benefit occupational
therapists who work in schools by assessing handwriting legibility across different
handwriting tasks.
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Affiliation(s)
- Yael Fogel
- Department of Occupational Therapy, School of Health Sciences, Ariel University, Israel
| | | | - Anna L. Barnett
- Department of Psychology, Health & Professional Development, Faculty of Health & Life Sciences, Oxford Brookes University, UK
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Hua J, Du W, Dai X, Wu M, Cai X, Shen M, Zhu L. International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder - Chinese (Mandarin) translation. Dev Med Child Neurol 2020; 61. [PMID: 33249559 PMCID: PMC7839484 DOI: 10.1111/dmcn.14693] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/17/2018] [Indexed: 01/18/2023]
Abstract
目的本国际临床指南由欧洲残疾儿童学会(the European Academy of Childhood Disability,EACD)牵头制定,旨在解决发育性协调障碍(developmental coordination disorder,DCD)的定义、诊断、评估、干预以及与社会心理方面的临床应用关键问题。方法本指南针对五个领域的关键问题,通过文献综述和专家团队的正式讨论达成共识。为保证指南的循证基础,以“机制”、“评估”和“干预”为检索词, 对2012年更新以来提出的最新建议以及新增的“社会心理问题”和“青少年/成人”为检索词进行检索。根据牛津大学循证医学中心证据等级 (证据水平 [level of evidence, LOE]1–4) 将结果进行分类,最终转化为指南建议。并由国际、多学科专家小组举行了两次会议,5个回合的Delphi 专家问卷调查,制定了高质量临床应用实践 (good clinical practice,GCP) 。结果本指南共制定35条建议。其中8条以文献综述为依据 (3 条涉及“评估”,5条涉及“干预”); 22 条在 2012 年指南的基础上进行了更新;其他为涉及诊断、评估 (3条GCP) 及社会心理问题 (2 条 GCP) 的新建议。此外,其中有1条(LOE)新建议提出视频游戏可作为以活动和参与为导向的传统干预措施的辅助手段,并针对青少年和成人DCD提出了 2 条新建议 (1 条 GCP,1 条 LOE)。结论本指南是基于当前的研究证据和专家共识对DCD进行全面概述。它反映了不同学科临床和科研人员的最新科技水平。本国际指南可作为各国制定指南的基础。
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Affiliation(s)
- Jing Hua
- Shanghai First Maternity and Infant HospitalTongji University School of MedicineShanghaiChina
| | - Wenchong Du
- Department of PsychologyNottingham Trent UniversityNottinghamUK
| | - Xiaotian Dai
- Shanghai First Maternity and Infant HospitalTongji University School of MedicineShanghaiChina
| | - Meiqin Wu
- Shanghai First Maternity and Infant HospitalTongji University School of MedicineShanghaiChina
| | - Xianying Cai
- Yangzhi Rehabilitation HospitalTongji UniversityShanghaiChina
| | - Min Shen
- Yangzhi Rehabilitation HospitalTongji UniversityShanghaiChina
| | - Liping Zhu
- Shanghai Center for Women and Children’s HealthShanghaiChina
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Barnett AL, Prunty M. Handwriting Difficulties in Developmental Coordination Disorder (DCD). CURRENT DEVELOPMENTAL DISORDERS REPORTS 2020. [DOI: 10.1007/s40474-020-00216-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Šafárová K, Mekyska J, Zvončák V, Galáž Z, Francová P, Čechová B, Losenická B, Smékal Z, Urbánek T, Havigerová JM, Rosenblum S. Psychometric Properties of Screening Questionnaires for Children With Handwriting Issues. Front Psychol 2020; 10:2937. [PMID: 32038361 PMCID: PMC6985461 DOI: 10.3389/fpsyg.2019.02937] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Accepted: 12/11/2019] [Indexed: 11/21/2022] Open
Abstract
Dysgraphia (D) is a complex specific learning disorder with a prevalence of up to 30%, which is linked with handwriting issues. The factors recognized for assessing these issues are legibility and performance time. Two questionnaires, the Handwriting Proficiency Screening Questionnaire (HPSQ) for teachers and its modification for children (HPSQ-C), were established as quick and valid screening tools along with a third factor - emotional and physical well-being. Until now, in the Czechia, there has been no validated screening tool for D diagnosis. A study was conducted on a set of 294 children from 3rd and 4th year of primary school (132 girls/162 boys; M age 8.96 ± 0.73) and 21 teachers who spent most of their time with them. Confirmatory factor analysis based on the theoretical background showed poor fit for HPSQ [χ2(32) = 115.07, p < 0.001; comparative fit index (CFI) = 0.95; Tucker-Lewis index (TLI) = 0.93; root mean square error of approximation (RMSEA) = 0.09; standard root mean square residual (SRMR) = 0.05] and excellent fit for HPSQ-C [χ2(32) = 31.12, p = 0.51; CFI = 1.0; TLI = 1.0; RMSEA = 0.0; SRMR = 0.04]. For the HPSQ-C models, there were no differences between boys and girls [Δχ2(7) = 12.55, p = 0.08]. Values of McDonalds's ω indicate excellent (HPSQ, ω = 0.9) and acceptable (HPSQ-C, ω = 0.7) reliability. Boys were assessed as worse writers than girls based on the results of both questionnaires. The grades positively correlate with the total scores of both HPSQ (r = 0.54, p < 0.01) and HPSQ-C (r = 0.28, p < 0.01). Based on the results, for the assessment of handwriting difficulties experienced by Czech children, we recommend using the HPSQ-C questionnaire for research purposes.
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Affiliation(s)
| | - Jiri Mekyska
- Department of Telecommunications, Brno University of Technology, Brno, Czechia
| | - Vojtěch Zvončák
- Department of Telecommunications, Brno University of Technology, Brno, Czechia
| | - Zoltán Galáž
- Department of Telecommunications, Brno University of Technology, Brno, Czechia
| | | | | | | | - Zdeněk Smékal
- Department of Telecommunications, Brno University of Technology, Brno, Czechia
| | - Tomáš Urbánek
- Department of Psychology, Masaryk University, Brno, Czechia
| | | | - Sara Rosenblum
- Department of Occupational Therapy, University of Haifa, Haifa, Israel
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Hen-Herbst L, Rosenblum S. Which characteristics predict writing capabilities among adolescents with dysgraphia? Pattern Recognit Lett 2019. [DOI: 10.1016/j.patrec.2018.04.021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Blank R, Barnett AL, Cairney J, Green D, Kirby A, Polatajko H, Rosenblum S, Smits‐Engelsman B, Sugden D, Wilson P, Vinçon S. International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Dev Med Child Neurol 2019; 61:242-285. [PMID: 30671947 PMCID: PMC6850610 DOI: 10.1111/dmcn.14132] [Citation(s) in RCA: 389] [Impact Index Per Article: 77.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/17/2018] [Indexed: 12/16/2022]
Abstract
AIM These international clinical practice recommendations (CPR) for developmental coordination disorder (DCD), initiated by the European Academy of Childhood Disability (EACD), aim to address key questions on the definition, diagnosis, assessment, intervention, and psychosocial aspects of DCD relevant for clinical practice. METHOD Key questions in five areas were considered through literature reviews and formal expert consensus. For recommendations based on evidence, literature searches on 'mechanisms', 'assessment', and 'intervention' were updated since the last recommendations in 2012. New searches were conducted for 'psychosocial issues' and 'adolescents/adults'. Evidence was rated according to the Oxford Centre for Evidence-Based Medicine (level of evidence [LOE] 1-4) and transferred into recommendations. For recommendations based on formal consensus, two meetings of an international, multidisciplinary expert panel were conducted with a further five Delphi rounds to develop good clinical practice (GCP) recommendations. RESULTS Thirty-five recommendations were made. Eight were based on the evidence from literature reviews (three on 'assessment', five on 'intervention'). Twenty-two were updated from the 2012 recommendations. New recommendations relate to diagnosis and assessment (two GCPs) and psychosocial issues (three GCPs). Additionally, one new recommendation (LOE) reflects active video games as adjuncts to more traditional activity-oriented and participation-oriented interventions, and two new recommendations (one GCP, one LOE) were made for adolescents and adults with DCD. INTERPRETATION The CPR-DCD is a comprehensive overview of DCD and current understanding based on research evidence and expert consensus. It reflects the state of the art for clinicians and scientists of varied disciplines. The international CPR-DCD may serve as a basis for national guidelines. WHAT THIS PAPER ADDS Updated international clinical practice guidelines on developmental coordination disorder (DCD). Refined and extended recommendations on clinical assessment and intervention for DCD. A critical synopsis of current research on mechanisms of DCD. A critical synopsis of psychosocial issues in DCD, with implications for clinical practice. The first international recommendations to consider adolescents and adults with DCD.
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Affiliation(s)
- Rainer Blank
- Clinic for Child Neurology and Social PediatricsChild Centre MaulbronnMaulbronnGermany
- Heidelberg UniversityHeidelbergGermany
| | - Anna L Barnett
- Department of Psychology, Health & Professional DevelopmentOxford Brookes UniversityOxfordUK
| | - John Cairney
- Faculty of Kinesiology and Physical EducationUniversity of TorontoTorontoONCanada
- Department of Family MedicineMcMaster UniversityHamiltonONCanada
| | - Dido Green
- Department of RehabilitationSchool of Health and WelfareJönköping UniversityJönköpingSweden
| | - Amanda Kirby
- Dyscovery CentreUniversity of South WalesNewportUK
| | - Helene Polatajko
- Department of Occupational Science and Occupational TherapyRehabilitation Sciences InstituteUniversity of TorontoTorontoONCanada
| | - Sara Rosenblum
- Laboratory of Complex Human Activity and ParticipationDepartment of Occupational TherapyUniversity of HaifaHaifaIsrael
| | - Bouwien Smits‐Engelsman
- Department of Health and Rehabilitation ServicesUniversity of Cape TownCape TownSouth Africa
| | - David Sugden
- School of Special Needs EducationUniversity of LeedsLeedsUK
| | - Peter Wilson
- School of Psychology and Centre for Disability and Development ResearchAustralian Catholic UniversityMelbourneVic.Australia
| | - Sabine Vinçon
- Clinic for Child Neurology and Social PediatricsChild Centre MaulbronnMaulbronnGermany
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14
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Barnett AL, Prunty M, Rosenblum S. Development of the Handwriting Legibility Scale (HLS): A preliminary examination of Reliability and Validity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 72:240-247. [PMID: 29223112 DOI: 10.1016/j.ridd.2017.11.013] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2017] [Revised: 08/21/2017] [Accepted: 11/23/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Demands for the production of legible handwriting produced in a timely manner increase as children progress through school. Despite the considerable number of children faced with handwriting difficulties, there is no quick and practical tool to assess legibility in this population. AIM The aim of this study was to develop the Handwriting Legibility Scale (HLS) and to establish the scale's reliability and validity. METHODS The HLS is a non-language dependent scale which assesses global legibility, based on five criteria applied to samples of 'free writing'. Content validity, inter-rater reliability and internal consistency were initially examined using scripts from 20 children aged 8-14 years. Construct validity was established by Principal Component Analysis (PCA) of data from 150 school children aged 9-14 years, with an additional examination of gender effects. Discriminant validity of the HLS score was examined in 29 children with Developmental Coordination Disorder (DCD) and 29 typically developing (TD) children. RESULTS The results indicated high internal consistency (α=0.92). The inter-rater reliability was acceptable but indicates the need to refine the scoring instructions. PCA of the five components revealed a one factor solution explaining 61% of the variance. In the discriminant analysis, 86.2% of the children with DCD and 89.7% of the TD children were correctly classified to their groups based on the total HLS score. CONCLUSIONS The overall findings suggest that the HLS may be a useful tool to identify poor handwriting legibility, with application across different languages and writing scripts.
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Affiliation(s)
- Anna L Barnett
- Department of Psychology, Health & Professional Development, Oxford Brookes University, Headington Campus, Oxford, OX3 0BP, United Kingdom.
| | - Mellissa Prunty
- Department of Clinical Sciences, Occupational Therapy, Brunel University London, Uxbridge, UB8 3PH, United Kingdom.
| | - Sara Rosenblum
- The Laboratory of Complex Human Activity and Participation (CHAP), Department of Occupational Therapy, University of Haifa, 3498838, Israel.
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Alhusaini AA, Melam GR, Buragadda S. Short-term sensorimotor-based intervention for handwriting performance in elementary school children. Pediatr Int 2016; 58:1118-1123. [PMID: 27085075 DOI: 10.1111/ped.13004] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2015] [Revised: 03/06/2016] [Accepted: 04/01/2016] [Indexed: 11/29/2022]
Abstract
BACKGROUND Handwriting problems in childhood can have lifelong repercussions, affecting learning and career. Sensorimotor intervention therefore helps to alleviate these problems. METHODS Thirty-one students (16 boys, 15 girls) underwent Minnesota Handwriting Assessment (MHA) to assess legibility, form, alignment, size, and spacing (the primary variables in this subject) as well as rate. Finally, 10 students (seven boys, three girls) aged 6-8 years (mean age, 77.1 ± 1.45 months) participated in an intervention program. Baseline MHA, Handwriting Proficiency Screening Questionnaire (HPSQ), and grip strength were measured. The same group of students acted as their own controls and were analyzed before the interventions and later after completion of the protocol. RESULTS There was a significant improvement in MHA scores for legibility, form, alignment, size and spacing (P < 0.05), with the exception of rate. There were also significant changes in legibility, time performance and physical and emotional wellbeing domains in the HPSQ, and grip strength (P < 0.05, paired t-test). CONCLUSION Short-term sensorimotor-based intervention produced significant improvements in the handwriting performance of elementary school children.
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Affiliation(s)
- Adel A Alhusaini
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Ganeswara Rao Melam
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Syamala Buragadda
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
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