The performance and predictors of Chinese character writing in children with attention deficit hyperactivity disorder

Hung, Yi-Fang; Chang, Chien-Ju

doi:10.1016/j.ridd.2022.104244

Cited by 1 publication

(9 citation statements)

References 47 publications

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“…Hung and Chang, 2022 [30] ADHD children had poorer writing performance than the control groups for both character dictation and character copying; ADHD children wrote less fluently and correctly compared to the control groups; Inattention was the stronger predictor of character dictation in ADHD children; Manual dexterity was significantly correlated with character copying in the ADHD group.…”

Section: Flapper Et Al 2006 [41]mentioning

confidence: 94%

“…One striking example concerns writing speed: the conclusions drawn from a comparison between ADHD and typically developing children are contradictory. Some works have demonstrated no difference [27], while others have found that children with ADHD write more slowly [28][29][30][31]. Other studies have even revealed that children with ADHD write faster [21,32].…”

Section: Handwriting Deficits In Adhdmentioning

confidence: 99%

“…Fourteen studies out of twenty-one examined the handwriting process [27,28,[30][31][32][36][37][38][43][44][45][46]49]. There were various targeted variables: working memory load, strokes duration, ballisticity, in-air time and pen pressure.…”

Section: Process Of Handwritingmentioning

confidence: 99%

“…Some authors only excluded potential comorbid reading problems (e.g., [28]), whereas others were much more restrictive and excluded intellectual disabilities; methylphenidate medication; learning disabilities; mathematical or reading disorders; and neurological, sensory, motor, psychiatric or mood disorders (e.g., [36]). ADHD presentation was either specified (e.g., [27,30]) or not stated (e.g., [46,48]). Some authors mentioned whether methylphenidate was taken (e.g., [42]) while others did not (e.g., [40,47]) and, in one study [49], the handwriting skills of the ADHD children were tested twice, with and without methylphenidate.…”

Section: Process Of Handwritingmentioning

confidence: 99%

“…Seventeen out of twenty-one studies examined quality/legibility [27,28,30,32,[35][36][37][38][39][40][41][42][43][46][47][48][49]51]. The findings of six studies could not be considered for Step 2 as a result of major methodological biases: the study by Farhangnia et al [40], for the absence of inclusion/exclusion criteria; the study conducted by Flapper et al [41], due to the associated DCD for all the ADHD children, making it impossible to determine whether handwriting difficulties resulted from ADHD per se or the DCD; the study by Frings et al [42], owing to the absence of clear exclusion criteria; the studies by Laniel et al [46], Okuda et al [48], and Rosenblum et al [32], on account of the insufficiently detailed inclusion/exclusion criteria and reduced sample size (n < 15), thereby implying the presence of potential critical confounding factors and methodological weakness.…”

Section: Quality/legibilitymentioning

confidence: 99%

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Is There a Deficit in Product and Process of Handwriting in Children with Attention Deficit Hyperactivity Disorder? A Systematic Review and Recommendations for Future Research

Puyjarinet,

Chaix,

Biotteau

2023

Children

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Handwriting abnormalities in children with attention deficit hyperactivity disorder (ADHD) have sometimes been reported both (i) at the product level (i.e., quality/legibility of the written trace and speed of writing) and (ii) at the process level (i.e., dynamic and kinematic features, such as on-paper and in-air durations, pen pressure and velocity peaks, etc.). Conversely, other works have failed to reveal any differences between ADHD and typically developing children. The question of the presence and nature of handwriting deficits in ADHD remains open and merits an in-depth examination. The aim of this systematic review was, therefore, to identify studies that have investigated the product and/or process of handwriting in children with ADHD compared to typically developing individuals. This review was conducted and reported in accordance with the PRISMA statement. A literature search was carried out using three electronic databases. The methodological quality of the studies was systematically assessed using the Critical Appraisal Skills Program (CASP) criteria. Twenty-one articles were identified. Of these, 17 described handwriting quality/legibility, 12 focused on speed and 14 analyzed the handwriting process. All the studies (100%) with satisfactory methodology procedures reported an impaired product and process in children with ADHD, while 25% evidenced a difference in the speed of production. Most importantly, the studies differed widely in their methodological approaches. Substantial gaps remain, particularly with regard to ascertaining comorbidities, ADHD subtypes and the medical status of the included children. The lack of overall homogeneity in the samples calls for higher quality studies. We conclude with recommendations for further studies.

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Section: Flapper Et Al 2006 [41]mentioning

confidence: 94%