On the development of a computer-based handwriting assessment tool to objectively quantify handwriting proficiency in children

Falk, Tiago H.; Tam, Cynthia; Schellnus, Heidi; Chau, Tom

doi:10.1016/j.cmpb.2010.12.010

Cited by 77 publications

(52 citation statements)

References 30 publications

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“…So, for students with ADHD in this study, the inferior performance in fine motor skills corroborates the literature, which reported that such performance can be attributed to the deficit in movement speed and to the immature coordination development, both subjected to the brain coordination of alternated muscle groups (29) , thus indicating that the results found in this study may lead the speech language pathologist to reflect more about the relations between visual-motor perception skills and the quality of dysgraphic writing among students with ADHD.…”

Section: Discussionsupporting

confidence: 78%

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Germano

Pinheiro

Okuda

et al. 2013

CoDAS

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OBJETIVO: Caracterizar e comparar as habilidades de percepção viso-motoras de escolares com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) com escolares com bom desempenho acadêmico. MÉTODOS: Participaram deste estudo 40 escolares na faixa etária de 7 anos a 10 anos e 8 meses, do 2º ao 5º ano do Ensino Fundamental de escolas públicas, divididos em GI (20 escolares com diagnóstico interdisciplinar de TDAH) do gênero masculino (100%) e GII (20 escolares com bom desempenho escolar), pareados com o GI em idade, escolaridade e gênero. Os escolares foram submetidos ao Teste Evolutivo de Percepção Visual (DTVP-2). RESULTADOS: Os escolares de GI apresentaram desempenho inferior na função de posição no espaço e closura visual (motricidade reduzida) e equivalente de idade inferior para percepção de motricidade reduzida em relação ao GII. CONCLUSÃO: As dificuldades em percepção viso-motora apresentadas pelos escolares de GI podem ser atribuídas não a um déficit primário, mas a um fenômeno secundário à desatenção que interfere de forma direta em seu desempenho de percepção viso-motora.

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Section: Discussionsupporting

confidence: 78%

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Germano

Pinheiro

Okuda

et al. 2013

CoDAS

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“…Detailed analysis of the handwriting process is becoming increasingly available using computerised assessments, which measure temporal aspects such as speed, time spent with the pen on the page versus 'in air' time (Rosenblum, Parush, & Weiss, 2001), stroke durations (Falk, Tam, Schellnus, & Chau, 2011), and frequency of handwriting (van Drempt et al, 2011a). Computerised assessments have also been used to measure spatial and kinematic aspects of handwriting performance such as force regularity and consistency, movement trajectories (Phillips et al, 1994), position, angle and velocity of movement of the writing implement (Falk et al, 2011), and pressure exerted on the writing implement . Computerised assessments are also able to measure handwriting components such as grip strength and variations in the centre of mass, which are thought to correlate with legibility (Falk et al, 2011).…”

Section: Approaches To Handwriting Assessmentmentioning

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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“…Grasps have also been categorized by the amount of hyperextension of the distal finger joints of the index finger (Selin, 2003;Ziviani, 1983) as a proxy for grip force. Recent research has indicated that grip force variability is a strong indicator of handwriting legibility (Falk, Tam, Schwellnus, & Chau, 2011) and that students with writing difficulties exhibit more static grip force patterns (Falk et al, 2010). Paired with the growing evidence that the different pencil grasps are functionally equivalent, these findings beg the question of whether the kinetic characteristics of different grasps are in fact similar.…”

Section: Grip and Axial Forcesmentioning

confidence: 64%

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Schwellnus

Carnahan

Kushki

et al. 2013

The American Journal of Occupational Therapy

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OBJECTIVE. We investigated differences in handwriting kinetics, speed, and legibility among four pencil grasps after a 10-min copy task. METHOD. Seventy-four Grade 4 students completed a handwriting assessment before and after a copy task. Grip and axial forces were measured with an instrumented stylus and force-sensitive tablet. We used multiple linear regression to analyze the relationship between grasp pattern and grip and axial forces. RESULTS. We found no kinetic differences among grasps, whether considered individually or grouped by the number of fingers on the barrel. However, when grasps were grouped according to the thumb position, the adducted grasps exhibited higher mean grip and axial forces. CONCLUSION. Grip forces were generally similar across the different grasps. Kinetic differences resulting from thumb position seemed to have no bearing on speed and legibility. Interventions for handwriting difficulties should focus more on speed and letter formation than on grasp pattern.

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On the development of a computer-based handwriting assessment tool to objectively quantify handwriting proficiency in children

Cited by 77 publications

References 30 publications

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

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

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

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