Handwriting: Current Trends in Occupational Therapy Practice

Feder, Katya; Majnemer, Annette; Synnes, Anne

doi:10.1177/000841740006700313

Cited by 136 publications

(129 citation statements)

References 25 publications

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“…The primary purpose of handwriting is communication (Au, McCluskey, & Lannin, 2012;Feder, Majnemer, & Synnes, 2000), reflected in one definition of handwriting as the "…visible trace of a spoken language" (Athènes, Sallagoïty, Zanone, & Albaret, 2004, p. 622). Handwriting is an important task for adults, and improving handwriting performance is often identified as a goal by stroke survivors.…”

Section: Handwriting Definition and Importancementioning

confidence: 99%

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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facilities, health-related websites and in a seniors' newspaper. Eligibility criteria included having sustained a stroke at least three months previously, having self-reported difficulties with, and goals related to, handwriting, being able to hold a pen, and having sufficient cognitive and communication skills to complete a daily home program.A four-week, home-based handwriting training program was delivered by an occupational therapist. The intervention applied principles of task-specific motor training, involving intensive practice of meaningful handwriting tasks related to participant goals. Whole handwriting tasks were practised, as well as problematic handwriting task components. An occupational therapist provided supervised practice and coaching, giving feedback on task performance and using shaping to achieve the right level of challenge. Two 1-hour therapy sessions were provided per week. Another three hours per week of independent, unsupervised practice was prescribed to increase practice intensity. Participants were taught cognitive strategies to analyse their handwriting performance and problem-solve ways to improve specific handwriting features.Handwriting performance was measured at baseline, after the training program (at four weeks) and four weeks later. The primary outcome measure was the modified Evaluation Tool of Children's Handwriting-Words (mETCH-W), a subtest of the Handwriting Assessment Battery (HAB). Secondary outcome measures included other subtests of the HAB, the modified Four Point Scale, and the modified Disability of the Arm, Shoulder and Hand (DASH) Scale. Legibility was scored by a blinded rater.Feasibility of recruitment, intervention and outcome measures was evaluated using descriptive statistics, including means, standard deviations and proportions. Utility of the outcome measures was also evaluated by comparing participant score at baseline, postintervention and follow-up. Mean or median change scores were then calculated between these three time points and reported with a 95% confidence interval or interquartile range.Results: Seven adults with stroke were recruited over 18 months (eligibility fraction 43% of those screened, and enrolment fraction 78% of those eligible). There were no dropouts. Mean time post stroke was 2.6 years (range: 3 months to 7 years). Mean age was 71 years (range: 50 to 87 years). Mean disability measured using the Modified Rankin Scale was 2.3 (range 1 to 4). Although recruitment was slow, the intervention was feasible. Participants completed a mean of 7.9 hours of occupational therapy supervised handwriting practice (range: 7.6 to 8.3 hours) and 10 hours of independent practice (range: 6 to 14 hours). Participants were able to

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Section: Handwriting Definition and Importancementioning

confidence: 99%

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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“…Deve-se ressaltar que o desempenho na escrita em crianças nascidas a termo foi investigado por vários autores (CORNHILL;CASE-SMITH, 1996;MAJNEMER, 2007;MACHADO;CAPELLINI, 2011;ROSENBLUM;DVORKIN;WEISS, 2006;SANDLER et al, 1992; PEREIRA; AR AÚJO; BR ACCIALLI, 2011; VOLMAN; VAN SCHENDEL;JONGMANS, 2006), entretanto, em crianças nascidas pretermo, essa habilidade ainda é menos pesquisada. Além de existirem poucos estudos recentes sobre a avaliação de desempenho na escrita em escolares nascidos prematuramente, apenas um dos estudos utilizou instrumentação específica para avaliar essa habilidade (FEDER et al, 2005).…”

Section: Discussionunclassified

“…A escrita é uma habilidade-chave no processo de aprendizagem escolar da criança e uma importante ferramenta de comunicação gráfica MAJNEMER, 2007). Na idade escolar, a escrita é a tarefa dominante dentre as atividades motoras finas, que consomem cerca de 30 a 60% do tempo gasto em sala de aula (MCHALE;CERMAK, 1992;MAGALHÃES et al, 2011a).…”

Section: Introductionunclassified

“…Embora a alfabetização e ensino da escrita façam parte das competências dos professores, profissionais da reabilitação podem contribuir para essa área abordando a habilidade de escrita sob o ponto de vista de desempenho, pois geralmente este é o foco dos procedimentos de intervenção. Nesse contexto, vários estudos (FEDER; MAJNEMER, 2007;HUMMELL, 2011;MCHALE;CERMAK, 1992;VOLMAN;VAN SCHENDEL;JONGMANS, 2006) abordam componentes sensoriomotores, tais como o controle motor fino, a integração bilateral e visomotora, o planejamento motor, a manipulação manual, a propriocepção, a estereognosia, a percepção visual e a atenção, que dão suporte à escrita fluente e coordenada, necessária para o processo de aprendizagem e o bom desempenho escolar.…”

Section: Introductionunclassified

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Desempenho de crianças nascidas pretermo e em idade escolar na escrita: revisão da literatura

Rocha

Dornelas²,

Silva³

et al. 2015

CTO

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Resumo: Introdução: Na idade escolar a escrita é uma das tarefas mais relevantes dentre as atividades motoras finas. Bom desempenho na escrita contribui para o rendimento escolar da criança. A prematuridade tem impacto no desenvolvimento motor, o que pode influenciar a escrita. Objetivo: Revisar a literatura e investigar se na idade escolar existem diferenças no desempenho na escrita entre crianças nascidas pretermo e a termo. Método: Foram realizadas buscas nas bases de dados eletrônicas do Portal da Capes, nos idiomas inglês e português, no período de janeiro de 2000 a junho de 2012. Os artigos foram selecionados de acordo com critérios de inclusão e analisados quanto à amostra, objetivos, testes utilizados e desfechos. Resultados: Seis artigos foram incluídos no estudo.Análise dos dados indica que crianças nascidas prematuramente apresentam pior desempenho da escrita e prejuízo nos mecanismos subjacentes responsáveis pela habilidade de escrever quando comparadas com crianças a termo.Conclusão: Crianças pretermo e sem alterações neurológicas evidentes têm risco aumentado para prejuízo no desenvolvimento da escrita na idade escolar. O número reduzido de estudos recentes encontrados sobre este tema indica a necessidade de novas pesquisas, além do desenvolvimento de recursos padronizados para avaliação motora e da escrita em crianças brasileiras. Palavras-chaves: Prematuridade, Pretermo, Escrita Manual, Destreza Motora.Handwriting performance of preterm children at school age: a literature review Abstract: Introduction: At school age, handwriting is on of the most important tasks among the fine motor activities.Good handwriting performance contributes to the child´s school performance. As prematurity impacts on motor development, it may influence handwriting. Objective: To review the specific literature and investigate whether there are differences in handwriting performance at school age between children born preterm and full term.Method: A search was performed in the Capes electronic database, in English and Portuguese, comprising the time period between January 2000 and June 2012. Articles were selected according to the inclusion criteria; the sample, objectives, instruments utilized and outcomes were analyzed. Results: Six articles were included in the study. Data analysis indicates that children born prematurely present poorer handwriting performance and a handicap in the underlying handwriting mechanisms when compared with full term infants. Conclusion: Preterm children without obvious neurological impairment are at increased risk for problems in handwriting development at school age. The small number of recent studies on this topic indicates a need for further research, as well as the development of standardized resources for the motor and handwriting assessment of Brazilian children.

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“…Establishing a standardized handwriting assessment to assess young writers is important because occupational therapists should be using valid tools in practice to indicate accurate ability and progress (Feder & Majnemer, 2003;Feder, Majnemer, & Synnes, 2000;Van Hartingsveldt et al, 2011) and to identify students with deficits as early as possible (Engel-Yeger, Nagauker-Yanuv, & Rosenblum, 2009;High, 2008). …”

Section: Assessing Handwriting Skillsmentioning

confidence: 99%

Exploring Content Validity of Shore Handwriting Screening and Newly Developed Score Sheet With Pre-Kindergarten Students

Donica¹,

Francsis²

2015

The Open Journal of Occupational Therapy

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Background: Limited tools exist to measure handwriting readiness skills of pre-kindergarten students. This study was a preliminary exploration of content validity of the Shore Handwriting Screening (SHS) and the newly developed Score Sheet with the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) in 4-and 5-year-old pre-kindergarten students. Because socioeconomic status (SES) is known to impact handwriting skills, data from two different socioeconomic groups were collected.

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Handwriting: Current Trends in Occupational Therapy Practice

Cited by 136 publications

References 25 publications

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Desempenho de crianças nascidas pretermo e em idade escolar na escrita: revisão da literatura

Exploring Content Validity of Shore Handwriting Screening and Newly Developed Score Sheet With Pre-Kindergarten Students

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