Screening for Motor Dysgraphia in Public Schools

Martins, Marielza Regina Ismael; Bastos, José Alexandre; Cecato, Angela Traldi; Araujo, Maria de Lourdes Souza; Magro, Rafael Ribeiro; Alaminos, Vinicios

doi:10.1016/j.jped.2013.02.011

Cited by 24 publications

(20 citation statements)

References 12 publications

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“…Researchers have suggested that handwriting difficulties may result in serious consequences for the student's overall academic success, emotional well-being, attitude, and behavior (Feder & Majnemer, 2007;Peverly et al, 2013). These findings reinforce the importance of identifying handwriting difficulties as early as possible, both as a preventive and as a corrective aid (Martins et al, 2013).…”

mentioning

confidence: 90%

Handwriting Proficiency Screening Questionnaire for Children (HPSQ–C): Development, Reliability, and Validity

Rosenblum

Gafni-Lachter

2015

The American Journal of Occupational Therapy

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confidence: 90%

Handwriting Proficiency Screening Questionnaire for Children (HPSQ–C): Development, Reliability, and Validity

Rosenblum

Gafni-Lachter

2015

The American Journal of Occupational Therapy

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“…Such an impairment of the neuro-muscular system can have serious pedagogical and psychological consequences, and can greatly affect a child's every-day life [12] starting with slow and less-legible handwriting, lack of motivation to write, lower self-esteem combined with poor emotional well-being, bad attitude and behaviour, communication and social interaction problems, and in some cases going as far as being diagnosed with a serious neurodevelopmental disorder such as developmental dysgraphia (DD) [9], [13]- [15]. To provide children with both preventive as well as corrective therapeutic care, GD should be identified and treated as soon as possible [16], [17].…”

Section: Introductionmentioning

confidence: 99%

Advanced Parametrization of Graphomotor Difficulties in School-Aged Children

et al. 2020

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School-aged children spend 31-60 % of their time at school performing handwriting, which is a complex perceptual-motor skill composed of a coordinated combination of fine graphomotor movements. As up to 30 % of them experience graphomotor difficulties (GD), timely diagnosis of these difficulties and therapeutic intervention are of great importance. At present, an objective, computerized decision support system for the identification and assessment of GD in school-aged children is still missing. In this study, we propose three novel advanced handwriting parametrization techniques based on modulation spectra, fractional order derivatives, and tunable Q-factor wavelet transform to improve the identification of GD using online handwriting. For this purpose, we analyzed signals acquired from 7 basic graphomotor tasks performed by 53 children attending 3rd and 4th grade at several primary schools around the Czech Republic. Combining the newly proposed features with the conventionally used ones, we were able to identify GD with 84 % accuracy. In this study, we showed that using advanced parametrization of basic graphomotor movements can be potentially used to improve our capabilities of quantifying problems with the development of legible, fast-paced handwriting, and help with the early diagnosis of handwriting difficulties frequently manifested in developmental dysgraphia.

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“…The results showed that the ADHD group had poorer motor planning and execution skills and greater variability in motor control than the control subjects. Li-Tsang et al [22] suggested that handwriting assessment can effectively distinguish children with ADHD or ADHD with learning disorders (ADHD-LD) from control subjects by the degree of variation in speed of writing or pen pressure.…”

Section: Discussionmentioning

confidence: 99%

Handwriting in Children with Attention Deficient Hyperactive Disorder: Analyzing by graphology

Cohen

Cohen-Kroitoru

Halevy

et al. 2019

Preprint

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Objective: Handwriting difficulties are common in children with attention deficient hyperactive disorder (ADHD). The aim of our study was to find distinctive characteristics of handwriting in children with ADHD by using graphology to analyze physical characteristics and patterns, and to evaluate whether graphological analysis is an effective ADHD diagnostic tool for clinicians. Method: The study group included 21 (43%) males and 28 (57%) females, with 15 (71.4%) males and 7 (25%) females diagnosed with ADHD. A graphologist analyzed handwriting text from 49 patients, 22/49 previously diagnosed with ADHD, aged 13-18 years, in a randomized, single-blinded study. All study participants wrote a story in Hebrew in 10-12 lines, on a blank paper with a blue pen, during a period of twenty minutes. A licensed graphologist was given the papers, without details, for characterization analysis. The graphologist suggested a profile of a person with ADHD based on graphology theory for ADHD, and gave patients one point for each ADHD handwriting characteristic, up to 15 points. Patients with 9-15 points were considered to have ADHD, based on their graphology evaluation. Results The mean graphology score in the DSM based ADHD group was significantly higher than in the control group (9.61+3.49 vs. 5.79+4.01, p=0.002, respectfully). Using score of 0 as a cutoff point graphology-based ADHD score had an 80% specificity (95% CIs [59.2-92.8]), and a sensitivity of 71.4%. Conclusion: Handwriting in ADHD children and adolescence has specific characteristics, thus graphological analysis could be a useful tool to help clinicians in the diagnosis of ADHD.

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Screening for Motor Dysgraphia in Public Schools

Abstract: Given the large number of warning signs of dysgraphia observed in schoolchildren, it is advisable to screen for these signs, in order to implement early interventions.

Cited by 24 publications

References 12 publications

Handwriting Proficiency Screening Questionnaire for Children (HPSQ–C): Development, Reliability, and Validity

Handwriting Proficiency Screening Questionnaire for Children (HPSQ–C): Development, Reliability, and Validity

Advanced Parametrization of Graphomotor Difficulties in School-Aged Children

Handwriting in Children with Attention Deficient Hyperactive Disorder: Analyzing by graphology

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