The Development of Graphomotor Skills

Ziviani, Jenny; Wallen, Margaret

doi:10.1016/b978-032303186-8.50014-9

Cited by 55 publications

(56 citation statements)

References 95 publications

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“…Handwriting is a process that involves forming letters, figures and other symbols in order to create written text (Ziviani & Wallen, 2006). 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).…”

Section: Handwriting Definition and Importancementioning

confidence: 99%

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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%

“…Producing a consistent and recognisable signature is another important handwriting task, particularly for legal and financial purposes. A person's handwriting is considered to be a distinct aspect of their identity and personality, with a recognisable style being formed early in life (Ziviani & Wallen, 2006).…”

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

View full text Add to dashboard Cite

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“…difficulties with classroom tasks that involve taking dictation, keeping pace during timed tests or quizzes, and producing longer written compositions (Weil & Amundson, 1994;Ziviani & Wallen, 2006). In contrast to handwriting performance, the majority of children with FASD demonstrated performance within the average range on PAL-II sensorimotor tasks.…”

Section: Discussionmentioning

confidence: 98%

Functional Handwriting Performance in School-Age Children With Fetal Alcohol Spectrum Disorders

Duval-White

Jirikowic

Rios

et al. 2013

The American Journal of Occupational Therapy

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Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual-motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL-II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL-II measures of handwriting legibility and speed and on NEPSY visual-motor precision tasks. In contrast, PAL-II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual-motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population.

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“…Likewise, with the DQ grasp, the ring finger is in contact with the pencil barrel, thereby eliminating the radial-ulnar dissociation of the fingers. In turn, stabilization normally provided by the ring and fifth fingers against the palm of the hand is lost (Ziviani & Wallen, 2006). The vertical movements of the pen are therefore provided solely by the movement of the index, middle, and ring fingers, and the thumb is minimally involved in the movement of the pencil.…”

Section: Pencil Grasp Debatementioning

confidence: 99%

“…In addition, the ring and the fifth fingers provide stabilization against the palm and support the metacarpal phalangeal arch of the hand (Benbow, 2002;Ziviani & Wallen, 2006). The increased surface area of grasps other than the DT could decrease the dynamic movement of the pencil (Dennis & Swinth, 2001).…”

Section: Pencil Grasp Debatementioning

confidence: 99%

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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The Development of Graphomotor Skills

Cited by 55 publications

References 95 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

Functional Handwriting Performance in School-Age Children With Fetal Alcohol Spectrum Disorders

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

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