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Scott H, Shoulberg EK, Dennis M, Krasner A, Smith AL, Hoza B. Associations of ADHD-Risk and Motor Competence With School Functioning. J Atten Disord 2024; 28:31-42. [PMID: 37694559 DOI: 10.1177/10870547231197214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
OBJECTIVES This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). METHODS Participants included early elementary school children (N = 202, Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. RESULTS A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. CONCLUSION Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.
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Puyjarinet F, Chaix Y, Biotteau M. 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. CHILDREN (BASEL, SWITZERLAND) 2023; 11:31. [PMID: 38255345 PMCID: PMC10813961 DOI: 10.3390/children11010031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 12/12/2023] [Accepted: 12/15/2023] [Indexed: 01/24/2024]
Abstract
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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Affiliation(s)
- Frédéric Puyjarinet
- Montpellier Psychomotor Training Institute, UFR de Medicine Montpellier-Nîmes, University of Montpellier, 34090 Montpellier, France
| | - Yves Chaix
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
| | - Maëlle Biotteau
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
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3
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Downing C, Caravolas M. Handwriting legibility and fluency and their patterns of concurrent relations with spelling, graphomotor, and selective attention skills. J Exp Child Psychol 2023; 236:105756. [PMID: 37544070 DOI: 10.1016/j.jecp.2023.105756] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 07/13/2023] [Accepted: 07/18/2023] [Indexed: 08/08/2023]
Abstract
Recent research suggests that handwriting comprises two separate subskills: legibility and fluency. It remains unclear, however, how these subskills differ in their relationship to other abilities associated with handwriting, including spelling, graphomotor, and selective attention skills. In this study, we sought to examine the extent and nature of concurrent relationships that may exist among these skills. Children in Year 3 (n = 293), Year 4 (n = 291), and Year 5 (n = 283) completed a large, group-administered battery to assess each of the above skills. Using multigroup structural equation modeling, we found that spelling, graphomotor, and selective attention skills together explained a moderate amount of variance in handwriting legibility (R2 = .37-.42) and fluency (R2 = .41-.58) and that these subskills differed in their concurrent relations. Graphomotor skills accounted for a relatively greater proportion of variance in legibility than did spelling. Conversely, there were relatively stronger contributions from variations in spelling ability to variations in fluency than from graphomotor skills. Furthermore, selective attention predicted handwriting fluency only, and it partially mediated the influence of graphomotor skills. This study further demonstrates that handwriting legibility and fluency are separable and complex skills, each differentially related to spelling, graphomotor, and attentional abilities even during later primary school years.
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Affiliation(s)
- Cameron Downing
- School of Psychology, Leeds Trinity University, Leeds LS18 5HD, UK; Miles Dyslexia Centre, Bangor University, Bangor LL57 2AS, UK.
| | - Markéta Caravolas
- Miles Dyslexia Centre, Bangor University, Bangor LL57 2AS, UK; School of Human and Behavioural Sciences, Bangor University, Bangor LL57 2AS, UK
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4
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Puyjarinet F, Madramany P, Autexier A, Madieu E, Nesensohn J, Biotteau M. Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications. Neuropsychol Rehabil 2023; 33:1537-1563. [PMID: 36007100 DOI: 10.1080/09602011.2022.2114503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 08/15/2022] [Indexed: 02/04/2023]
Abstract
Dysgraphia is highly prevalent in children with attention deficit hyperactivity disorder (ADHD) and adversely affects academic and developmental trajectories. To date, no study has rigorously examined the effects of a training program on handwriting quality in this specific population. Our objective was thus to develop an innovative program - we entitled PRO-PEN - and to evaluate its effects. We planned a multiple-baseline design across participants from grade 3-5, with direct inter-subject and systematic replications. Children of Group 1 (n = 4) were diagnosed with ADHD. Systematic replication was conducted in a second group of participants (Group 2, n = 4) with a diagnosis of developmental coordination disorder in addition to ADHD. The primary assessment focused on quality of handwriting. Generalization measures evaluated diverse neuropsychological and behavioural domains. In Group 1, effect sizes regarding handwriting quality were large (Taus > .60). Improvement was also observed for children of Group 2 (Taus > .50). Importantly, the positive effects persisted three months after the end of the training. Generalization effects extended beyond handwriting sphere. Therefore, PRO-PEN can be considered a promising training program for improving handwriting quality in ADHD, with a possible impact on wide cerebral regulation loops underpinning both handwriting and other neuropsychological and behavioural domains.
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Affiliation(s)
- Frédéric Puyjarinet
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
| | | | - Anne Autexier
- Academy of Montpellier, French National Education Institute, France
| | | | - Jessica Nesensohn
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
- CHRU of Montpellier, Montpellier, France
| | - Maëlle Biotteau
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
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5
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Vico R, Martín J, González M. Functional Assessment of Handwriting Among Children: A Systematic Review of the Psychometric Properties. Am J Occup Ther 2023; 77:7705205050. [PMID: 37877571 DOI: 10.5014/ajot.2023.050174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2023] Open
Abstract
IMPORTANCE Handwriting legibility and speed assessments have a critical role in identifying and evaluating handwriting problems, which are common among children. OBJECTIVE The objective was to evaluate the psychometric properties and clinical utility of handwriting assessments for children ages 3 to 16 yr. DATA SOURCES A systematic review was conducted in CINAHL, PubMed (MEDLINE), Scopus, and education databases, with no time limits. The search strategy included a combination of the following keywords: handwriting, write, children, assessment, and validity. The exclusion criteria were assessment tools that were electronic, that focused on cognitive components of handwriting, or that only evaluated alphabets other than Latin. STUDY SELECTION AND DATA COLLECTION The systematic review was carried out on the basis of the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The protocol was registered in the Prospective Register of Systematic Reviews (PROSPERO). FINDINGS The 14 included instruments had a total sample of 4,987 children. Internal consistency ranged from moderate (.73; Writing Readiness Inventory Tool in Context) to high (.98; Letter Writing). The interexaminer reliability values of the 11 direct assessment instruments ranged from .77 (Systematic Screening for Handwriting Difficulties) to 1.00 (Handwriting Speed Test). CONCLUSIONS AND RELEVANCE In this systematic review, existing tools were evaluated by clinical utility and the quality of psychometric properties. Direct assessments showed good psychometric properties. Indirect and self-assessment tools demonstrated poor psychometric properties. Further research on screening tools and tools in other languages is needed. What This Article Adds: Specific learning disorders (e.g., dysgraphia) negatively affect academic learning and, when prolonged in time, self-concept. However, handwriting legibility and speed assessments could be used to identify and evaluate these learning disorders if an early referral to occupational therapy is carried out.
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Affiliation(s)
- Rocío Vico
- Rocío Vico, OTD, OTR/L, is PhD Candidate, Department of Physiotherapy, University of Malaga, Malaga, Andalucía, Spain, and Occupational Therapist, Department of Occupational Therapy, Hospital Juan Ramón Jiménez, Andalusian Public Health Service, Huelva, Andalucía, Spain
| | - Jaime Martín
- Jaime Martín, PhD, is Assistant Professor, Department of Human Anatomy, Legal and Forensic Medicine Area, University of Malaga, Malaga, Andalucía, Spain, and Researcher, Malaga Institute of Biomedical Research, Malaga, Andalucía, Spain;
| | - Manuel González
- Manuel González, PhD, is Associate Professor, Department of Physiotherapy, University of Malaga, Malaga, Andalucía, Spain, and Researcher, Malaga Institute of Biomedical Research, Malaga, Andalucía, Spain
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Chang SH, Shie JJ, Yu NY. Enhancing Executive Functions and Handwriting with a Concentrative Coordination Exercise in Children with ADHD: A Randomized Clinical Trial. Percept Mot Skills 2022; 129:1014-1035. [PMID: 35507726 DOI: 10.1177/00315125221098324] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Handwriting difficulties are common in children with Attention-Deficit/Hyperactivity Disorder (ADHD), and they have been associated with lower academic achievement and self-esteem. Our aim in this study was to determine if training coordination of the head, eyes, and arm and engaging in the necessary visual concentration associated with table tennis would improve executive functions and school-based handwriting among children with ADHD. We designed a randomized controlled trial to explore the therapeutic efficacy of this table tennis training and recruited 48 children with ADHD that we randomly assigned to one of three equal-sized training groups: (a) actual table tennis, (b) simulated table tennis (exergame), or (c) a control group receiving no additional training. The training intervention lasted 12-weeks in which the two different table tennis trainings (i.e., actual or simulated) were scheduled for three one-hour sessions per week. Outcome measures included a computerized handwriting evaluation, the Stroop test, and the Wisconsin Card Sorting Test (WCST). Participants in each table tennis training group showed significant improvements in handwriting performance, response time, and required time to achieve automation. Both intervention groups also showed significant improvements on the Stroop Color-Word test, but only the actual table tennis training group showed a significant improvement on the WCST. This study provided evidence of at least short-term improvements in executive functions and handwriting problems in children with ADHD through their participation in table tennis motor coordination activities.
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Affiliation(s)
- Shao-Hsia Chang
- Department of Occupational Therapy, 145713I-Shou University, Kaohsiung, Taiwan
| | - Jung-Jiun Shie
- Department of Occupational Therapy, 63471Shu-Zen Junior College of Medicine and Management, Kaohsiung, Taiwan
| | - Nan-Ying Yu
- Department of Physical Therapy, 145713I-Shou University, Kaohsiung, Taiwan
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7
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Cheng S, Coghill D, Zendarski N. A rapid systematic review of attention-deficit/hyperactivity disorder (ADHD) and high order writing: Current findings and implications for intervention. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 123:104180. [PMID: 35190324 DOI: 10.1016/j.ridd.2022.104180] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 12/14/2021] [Accepted: 01/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Theoretical writing models and empirical studies have suggested a possible strong association between attention-deficit/hyperactivity disorder (ADHD) and high order writing (e.g., planning, text production, and revising). AIM A rapid systematic review was conducted to examine this relationship with the aim of informing writing interventions specific to the ADHD population. METHOD A systematic search for empirical studies on ADHD and high order writing performance from the last two decades identified 18 eligible studies. RESULTS Most studies showed that, compared to their peers, students with ADHD have more significant difficulties in high order writing performance. Writing quality and writing process (e.g., planning and editing) were identified as a challenge for ADHD students and may be more challenging than writing productivity and meta-cognitive knowledge of writing. Individuals' inattention, short-term memory, working memory, executive functions, reading, oral language skills, and externalising behavioural problems were identified as significant predictors of high order writing performance. CONCLUSIONS AND IMPLICATIONS The findings support theoretical writing models that propose writing as a complex process influenced by multiple cognitive factors, which are commonly impaired in individuals with ADHD. Interventions specific to the identified problems are discussed.
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Affiliation(s)
- Stanley Cheng
- University of Melbourne, Parkville, Australia; The Cairnmillar Institute, Hawthorn East, Australia.
| | - David Coghill
- University of Melbourne, Parkville, Australia; Murdoch Children's Research Institute, Parkville, Australia; The Royal Children's Hospital, Parkville, Australia
| | - Nardia Zendarski
- University of Melbourne, Parkville, Australia; Murdoch Children's Research Institute, Parkville, Australia; The Institute for Social Neuroscience, Ivanhoe, Australia
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8
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Lelong M, Zysset A, Nievergelt M, Luder R, Götz U, Schulze C, Wieber F. How effective is fine motor training in children with ADHD? A scoping review. BMC Pediatr 2021; 21:490. [PMID: 34736439 PMCID: PMC8567617 DOI: 10.1186/s12887-021-02916-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Accepted: 09/11/2021] [Indexed: 11/30/2022] Open
Abstract
Background Motor deficiencies are observed in a large number of children with ADHD. Especially fine motor impairments can lead to academic underachievement, low self-esteem and frustration in affected children. Despite these far-reaching consequences, fine motor deficiencies have remained widely undertreated in the ADHD population. The aim of this review was to systematically map the evidence on existing training programs for remediating fine motor impairments in children with ADHD and to assess their effectiveness. Methods The scoping review followed the PRISMA-ScR guidelines. In March 2020, PsycINFO, MEDLINE (PubMed), Web of Science, Google Scholar and The Cochrane Database of Systematic Reviews were searched for evidence. The eligibility criteria and the data charting process followed the PICO framework, complemented by study design. The investigated population included children with a formal ADHD diagnosis (either subtype) or elevated ADHD symptoms aged between 4 and 12 years, both on and off medication. All training interventions aiming at improving fine motor skills, having a fine motor component or fine motor improvements as a secondary outcome were assessed for eligibility; no comparators were specified. Results Twelve articles were included in the final report, comprising observational and experimental studies as well as a review. Both offline and online or virtual training interventions were reported, often accompanied by physical activity and supplemented by training sessions at home. The training programs varied in length and intensity, but generally comprised several weeks and single or multiple training sessions per week. All interventions including more than one session were effective in the treatment of fine motor deficiencies in children with ADHD and had a wide range of additional positive outcomes. The effects could be maintained at follow-up. Conclusions Fine motor training in children with ADHD can be very effective and multiple approaches including specific fine motor and cognitive training components, some kind of physical activity, feedback mechanisms, or multimodal treatments can be successful. Training programs need to be tailored to the specific characteristics of the ADHD population. A mHealth approach using serious games could be promising in this context due to its strong motivational components. Supplementary Information The online version contains supplementary material available at 10.1186/s12887-021-02916-5.
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Affiliation(s)
| | - Annina Zysset
- School of Health Professions, Institute of Health Science, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland
| | - Mirjam Nievergelt
- Zurich University of Teacher Education, Centre for Inclusion and Health in Schools, Zuerich, Switzerland
| | - Reto Luder
- Zurich University of Teacher Education, Centre for Inclusion and Health in Schools, Zuerich, Switzerland
| | - Ulrich Götz
- Zurich University of the Arts, Institute for Design Research, Zuerich, Switzerland
| | - Christina Schulze
- School of Health Professions, Institute of Occupational Therapy, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland
| | - Frank Wieber
- School of Health Professions, Institute of Health Science, Zurich University of Applied Sciences ZHAW, Winterthur, Switzerland. .,Department of Psychology, University of Konstanz, Konstanz, Germany.
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9
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Maron DN, Bowe SJ, Spencer-Smith M, Mellahn OJ, Perrykkad K, Bellgrove MA, Johnson BP. Oculomotor deficits in attention deficit hyperactivity disorder (ADHD): A systematic review and comprehensive meta-analysis. Neurosci Biobehav Rev 2021; 131:1198-1213. [PMID: 34655657 DOI: 10.1016/j.neubiorev.2021.10.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 10/04/2021] [Accepted: 10/10/2021] [Indexed: 02/01/2023]
Abstract
Atypical motor coordination and cognitive processes, such as response inhibition and working memory, have been extensively researched in individuals with attention deficit hyperactivity disorder (ADHD). Oculomotor neural circuits overlap extensively with regions involved in motor planning and cognition, therefore studies of oculomotor function may offer unique insights into motor and cognitive control in ADHD. We performed a series of pairwise meta-analyses based on data from 26 oculomotor studies in ADHD to examine whether there were differences in performance on visually-guided saccade, gap, antisaccade, memory-guided, pursuit eye movements and fixation tasks. These analyses revealed oculomotor disturbances in ADHD, particularly for difficulties relating to saccade inhibition, memorizing visual target locations and initiating antisaccades. There was no evidence for pursuit eye movement disturbances or saccade dysmetria. Investigating oculomotor abnormalities in ADHD may provide insight into top-down cognitive control processes and motor control, and may serve as a promising biomarker in ADHD research and clinical practice.
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Affiliation(s)
- Dalia N Maron
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Steven J Bowe
- Deakin Biostatistics Unit, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia
| | - Megan Spencer-Smith
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Olivia J Mellahn
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Kelsey Perrykkad
- Cognition and Philosophy Lab, Philosophy Department, School of Philosophical, Historical and International Studies, Monash University, VIC, 3800, Australia
| | - Mark A Bellgrove
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia
| | - Beth P Johnson
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, 18 Innovation Walk, Monash University, VIC, 3800, Australia.
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Vaivre-Douret L, Lopez C, Dutruel A, Vaivre S. Phenotyping features in the genesis of pre-scriptural gestures in children to assess handwriting developmental levels. Sci Rep 2021; 11:731. [PMID: 33436668 PMCID: PMC7804314 DOI: 10.1038/s41598-020-79315-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Accepted: 12/01/2020] [Indexed: 11/25/2022] Open
Abstract
Acquiring writing skills is a long developmental process that is conditioned by both the mastery of the gesture and the spatio-temporal arrangement of characters across the page. While the researches in the literature mainly focused on spatio-temporal and kinematics parameters of tracing letters or words using digitizing tablets, no recent research has previously studied the developmental prerequisites of the organization of handwriting useful for clinical assessment and remediation. Aims of the present study was to investigate and validate the phenotyping of the developmental genesis of pre-scriptural graphomotor gestures among school-aged children in achieving correct handwriting. The subject was examined in depth in an ecological setting similar to school, with the objective of assessing handwriting developmental levels. The pre-scriptural graphomotor task studied was to copy a line of cycloid loops on a paper sheet put on the table. This task was chosen because it reflects the execution of the hand movements from one end of the line to the other and in an anti-clockwise direction, as in handwriting. A new methodological approach was applied incorporating both the maturative evolution of postural-gestural features (video-recorded for analysis in 2D reconstruction) and spatio-temporal/kinematic measures collected with a digital pen connected to an analysis software tool to assess the developmental level and provide an understanding of the phenotypical features of the graphomotor gesture. And we also evidence the concurrent validity of the data in displacements, and the better are the spatio-temporal and kinematic measures. Consequently there are phenotypical features, both postural-gestural and spatio-temporal/kinematic in the developmental genesis of the graphomotor gesture with an easy pre-scriptural task. Typically developing school children from 1st to 5th grade, was collected from elementary schools. Five main patterns of displacement gestures were found for the production of the line of loops with a significant developmental progress from 1st to 5th grade. In addition, significant results in comparisons with spatio-temporal and kinematic age-related normative data were highlighted, associated with the quality of the coordination gesture. Lastly external validity in relation to normative values with the standardized handwriting scale BHK (French adaptation of the Concise Evaluation Scale for Children’s handwriting) showed certain significant correlations with spatio-temporal and kinematic measures and the evolution of the displacement gestures (five patterns) used to draw the loops. The better the motor control of the handwriting gesture, the less variety there is in inter-segmental and joint-scriptural task, enabling handwriting developmental levels to be assessed in screening for handwriting disorders, possibly co-occurring with other learning disabilities, and also useful in clinical decision-making processes for handwriting remediation, or simply to assist handwriting gesture acquisition in elementary school.
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Affiliation(s)
- Laurence Vaivre-Douret
- Faculty of Health, Division of Medicine Paris Descartes, Université de Paris, Paris, France. .,National Institute of Health and Medical Research (INSERM UMR 1018-CESP), Faculty of Medicine, University of Paris-Saclay, UVSQ, Villejuif, France. .,University Institute of France (Institut Universitaire de France, IUF), Paris, France. .,Department of Child Psychiatry, Assistante Publique-Hôpitaux de Paris (AP-HP) Centre, Necker-Enfants Malades University Hospital, Paris, France. .,Department of Endocrinology, IMAGINE Institute, Necker-Enfants Malades University Hospital, INSERM UMR 1018-CESP, Carré Necker Porte N4, 149, Rue de Sèvres, 75015, Paris, France.
| | - Clémence Lopez
- National Institute of Health and Medical Research (INSERM UMR 1018-CESP), Faculty of Medicine, University of Paris-Saclay, UVSQ, Villejuif, France.,Faculty of Society and Humanity, Division Psychology, Université de Paris, Paris, France
| | - Audrey Dutruel
- Faculty of Health, Division of Medicine Paris Descartes, Université de Paris, Paris, France.,National Institute of Health and Medical Research (INSERM UMR 1018-CESP), Faculty of Medicine, University of Paris-Saclay, UVSQ, Villejuif, France
| | - Sébastien Vaivre
- National Institute of Applied Sciences, University of Polytechnic, Hauts de France, Valencienne, France
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11
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Rodríguez C, Torrance M, Betts L, Cerezo R, García T. Effects of ADHD on Writing Composition Product and Process in School-Age Students. J Atten Disord 2020; 24:1735-1745. [PMID: 28490212 DOI: 10.1177/1087054717707048] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: This study examined the relationship between ADHD and writing performance. Method: Students in Grades 3 to 7, 84 with ADHD and 135 age- and gender-matched controls completed a writing task (including process logs), and measures of working memory and attention. Results: Students with ADHD wrote texts of similar length but with poorer structure, coherence, and ideation. In all, 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with ADHD students producing text that was less coherent, well structured, and ideationally rich, and spending less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects. Conclusion: ADHD has some effect on writing performance, which can, in part, be explained by working memory and attentional deficits.
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12
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Silva D, Colvin L, Glauert R, Stanley F, Srinivas Jois R, Bower C. Literacy and Numeracy Underachievement in Boys and Girls With ADHD. J Atten Disord 2020; 24:1392-1402. [PMID: 26689936 DOI: 10.1177/1087054715613438] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: To determine literacy and numeracy outcomes, among children with and without ADHD by gestational age and gender. Method: De-identified linked population data from the Western Australian Monitoring of Drug Dependence Systems, Western Australian Literacy and Numeracy Assessment database, and the Midwives Notification System used information on 6,819 children with ADHD compared with 14,451 non-ADHD children. Results: Twenty-three percent of boys and 28% of girls with ADHD had numeracy scores below the benchmark in School Year 3, compared with 11% of children without ADHD. These differences were also evident in reading, writing, and spelling through primary school. Children with ADHD and reduced gestational age were at a greater risk of not meeting numeracy and reading benchmarks, compared with children born at term. Conclusion: Children with ADHD are disadvantaged from an early age in key areas of learning, and this risk increased with reduction in gestational age at birth.
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Affiliation(s)
- Desiree Silva
- Telethon Kids Institute, University of Western Australia, Perth , Western Australia.,School of Paediatrics and Child Health, University of Western Australia.,Joondalup Health Campus, Joondalup, Western Australia
| | - Lyn Colvin
- Telethon Kids Institute, University of Western Australia, Perth , Western Australia
| | - Rebecca Glauert
- Telethon Kids Institute, University of Western Australia, Perth , Western Australia
| | - Fiona Stanley
- Telethon Kids Institute, University of Western Australia, Perth , Western Australia.,School of Paediatrics and Child Health, University of Western Australia
| | | | - Carol Bower
- Telethon Kids Institute, University of Western Australia, Perth , Western Australia
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Silva D, Colvin L, Glauert R, Stanley F, Srinivasjois R, Bower C. Literacy and Numeracy Underachievement in Boys and Girls With ADHD. J Atten Disord 2020; 24:1305-1316. [PMID: 26290485 DOI: 10.1177/1087054715596575] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: The aim was to determine literacy and numeracy outcomes, among children with and without ADHD by gestational age and gender. Method: De-identified linked population data from the Western Australian Monitoring of Drugs of Dependence System and Western Australian Literacy and Numeracy Assessment databases, and the Midwives Notification System used information on 6,819 children with ADHD compared with 14,451 non-ADHD children. Results: A total of 23% of boys and 28% of girls with ADHD had numeracy scores below the benchmark in School Year 3, compared with 11% of children without ADHD. These differences were also evident for reading, writing, and spelling through primary school. Children with ADHD and reduced gestational age were at a greater risk of not meeting numeracy and reading benchmarks, compared with children born at term. Conclusion: Children with ADHD are disadvantaged from an early age in key areas of learning, and this risk increased with reduction in gestational age at birth.
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Affiliation(s)
- Desiree Silva
- Telethon Kids Institute, University of Western Australia, Perth, Australia.,School of Paediatrics and Child Health, University of Western Australia, Perth, Australia.,Joondalup Health Campus, University of Western Australia, Perth, Australia
| | - Lyn Colvin
- Telethon Kids Institute, University of Western Australia, Perth, Australia
| | - Rebecca Glauert
- Telethon Kids Institute, University of Western Australia, Perth, Australia
| | - Fiona Stanley
- Telethon Kids Institute, University of Western Australia, Perth, Australia.,School of Paediatrics and Child Health, University of Western Australia, Perth, Australia
| | | | - Carol Bower
- Telethon Kids Institute, University of Western Australia, Perth, Australia
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14
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Cohen R, Cohen-Kroitoru B, Halevy A, Aharoni S, Aizenberg I, Shuper A. Handwriting in children with Attention Deficient Hyperactive Disorder: role of graphology. BMC Pediatr 2019; 19:484. [PMID: 31823772 PMCID: PMC6902409 DOI: 10.1186/s12887-019-1854-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 11/22/2019] [Indexed: 11/18/2022] Open
Abstract
Background 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 cohort included 49 children aged 13–18 years attending a tertiary neurology and epilepsy center in 2016–2017; 22 had a previous DSM-IV/V diagnosis of ADHD. The children were asked to write a 10–12-line story in Hebrew on a blank sheet of paper with a blue pen over a 20-min period. The samples were analyzed by a licensed graphologist blinded to the clinical details of the children against a predetermined handwriting profile of individuals with ADHD. Each ADHD characteristic identified in each sample was accorded 1 point, up to a total of 15 points. Patients with a graphology score of 9–15 were considered to have ADHD. Results There were 21 boys (43%) and 28 girls (57%) in the cohort; 15 boys (71.4%) and 7 girls (25%) had a DSM-IV/V diagnosis of ADHD. The mean graphology score was significantly higher in the children who had a DSM-IV/V diagnosis of ADHD than in the children who did not (9.61 + 3.49 vs. 5.79 + 4.01, p = 0.002, respectfully). Using a score of 9 as the cutoff, in the girls, graphology had a specificity of 80% (95% CI 59.2–92.8) and a of sensitivity 71.4% for predicting ADHD. Corresponding values in the boys were 75.0 and 76.2%. Conclusion The handwriting of children with ADHD has specific characteristics. Graphology may serve as a clinically useful tool in the diagnosis of ADHD.
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Affiliation(s)
- Rony Cohen
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel. .,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. .,Meuhedet Health Services, North District, Jerusalem, Israel.
| | - Batia Cohen-Kroitoru
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Institute of Applied Graphology, Meitar, Jerusalem, Israel
| | - Ayelet Halevy
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Sharon Aharoni
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | | | - Avinoam Shuper
- Department of Pediatric Neurology and Epilepsy Center, Schneider Children's Medical Center of Israel, Petach Tikva, Tikva, Israel.,Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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15
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Duda TA, Casey JE, O'Brien AM, Frost N, Phillips AM. Reduced graphomotor procedural learning in children and adolescents with ADHD. Hum Mov Sci 2019; 65:S0167-9457(18)30340-3. [PMID: 30853258 DOI: 10.1016/j.humov.2018.06.018] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2018] [Accepted: 06/14/2018] [Indexed: 10/27/2022]
Abstract
PURPOSE The present study sought to determine if children and adolescents with ADHD demonstrate reduced procedural learning of a graphomotor program. METHOD Thirty-two children and adolescents between age 9 and 15 with (n = 16) and without ADHD (n = 16) participated in the study. Each group of participants practiced a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were off stimulant medication or were medication naïve. RESULTS Control participants demonstrated significant improvement in graphomotor fluency from the beginning to the end of practice, T = 2, z = -2.534, p = .009, whereas participants with ADHD did not, T = 4, z = -1.810, p = .074. CONCLUSIONS Consistent with findings in adults with ADHD, results indicate that graphomotor procedural learning in children and adolescents with ADHD is attenuated. Findings have implications for future research that may inform remediation of handwriting difficulties, academic accommodations, and using digitizing technology for neuropsychological assessment.
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Affiliation(s)
- Thomas A Duda
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
| | - Joseph E Casey
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M O'Brien
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Natalie Frost
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
| | - Amanda M Phillips
- University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada
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16
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Laniel P, Faci N, Plamondon R, Beauchamp MH, Gauthier B. Kinematic analysis of fast pen strokes in children with ADHD. APPLIED NEUROPSYCHOLOGY-CHILD 2019; 9:125-140. [PMID: 30724588 DOI: 10.1080/21622965.2018.1550402] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
In this study, we aimed to determine whether a new measure of fine motor skills, the Pen Stroke Test (PST), can discriminate between children with and without attention-deficit/hyperactivity disorder (ADHD). Twelve children with ADHD and 12 controls age 8-11 were asked to produce handwriting strokes on a digitizer. The sigma-lognormal model derived from the Kinematic Theory of rapid human movements was used to analyze the strokes. Standard measurements of fine motor skills and handwriting were also obtained. Children with ADHD demonstrated poorer motor planning (t0, D) and execution (nbLog) and greater variability in motor control (SNR/nbLog) than did controls. Parameters extracted from the PST were significantly correlated with performance on other motor and handwriting measures. This study provides preliminary evidence that the PST may be useful as a tool for rapidly detecting motor skill problems in the context of ADHD.
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Affiliation(s)
- Patricia Laniel
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Nadir Faci
- Department of Electrical Engineering, Polytechnique Montreal, Montreal, Quebec, Canada
| | - Réjean Plamondon
- Department of Electrical Engineering, Polytechnique Montreal, Montreal, Quebec, Canada
| | - Miriam H Beauchamp
- Department of psychology and Ste-Justine Hospital Research Center, University of Montreal, Montreal, Quebec, Canada
| | - Bruno Gauthier
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada
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17
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Li-Tsang CWP, Li TMH, Lau MSW, Ho CHY, Leung HWH. Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study. Int J Methods Psychiatr Res 2018; 27:e1718. [PMID: 29761583 PMCID: PMC6877185 DOI: 10.1002/mpr.1718] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2017] [Revised: 03/15/2018] [Accepted: 04/09/2018] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Attention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD-LD adolescents. METHODS The study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD-LD, and their matched controls. RESULTS Participants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD-LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD-LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD-LD with good sensitivity and positive predictive value. CONCLUSIONS Clinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.
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Affiliation(s)
- Cecilia W P Li-Tsang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Tim M H Li
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Mandy S W Lau
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Choco H Y Ho
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.,Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Howard W H Leung
- Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
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18
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Eckrich SJ, Rapport MD, Calub CA, Friedman LM. Written expression in boys with ADHD: The mediating roles of working memory and oral expression. Child Neuropsychol 2018; 25:772-794. [DOI: 10.1080/09297049.2018.1531982] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Samuel J. Eckrich
- Department of Psychology, University of Central Florida, Orlando, USA
| | - Mark D. Rapport
- Department of Psychology, University of Central Florida, Orlando, USA
| | - Catrina A. Calub
- Department of Psychology, University of Central Florida, Orlando, USA
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19
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Capodieci A, Lachina S, Cornoldi C. Handwriting difficulties in children with attention deficit hyperactivity disorder (ADHD). RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 74:41-49. [PMID: 29366923 DOI: 10.1016/j.ridd.2018.01.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2017] [Revised: 10/12/2017] [Accepted: 01/15/2018] [Indexed: 06/07/2023]
Abstract
Handwriting is fundamental in school and everyday life situations. Legibility guarantees that writing productions communicate information, and speed is often crucial, especially in children with attention deficit and hyperactivity disorder (ADHD), in order to increase the likelihood of their being able to work efficiently and stay on-task during school activities. Preliminary reports have shown an impairment in handwriting of children with ADHD, but evidence is still unclear, especially in the case of speed where research has offered contradictory results. Children's performance, furthermore, has yet to be investigated under the cognitive loading conditions typical of academic tasks in classroom. To shed light on this matter, we examined the handwriting performance in a simple condition but also under (verbal or spatial) working memory (WM) load in 16 fourth- and fifth-grade children with symptoms of ADHD and 16 matched control children. Our results showed that the groups speed differed significantly only in the verbal WM loading condition, where children with symptoms of ADHD wrote more slowly and showed a greater intra-individual variability than controls. Handwriting legibility was affected by verbal WM loading too. These findings are discussed in relation to their educational and clinical implications.
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Affiliation(s)
| | - Simona Lachina
- University of Padua, via Venezia 12, 35129 Padova, Italy.
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20
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Capodieci A, Serafini A, Dessuki A, Cornoldi C. Writing abilities and the role of working memory in children with symptoms of attention deficit and hyperactivity disorder. Child Neuropsychol 2018; 25:103-121. [DOI: 10.1080/09297049.2018.1441390] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Agnese Capodieci
- Department of General Psychology, University of Padova, Padova, Italy
| | - Alice Serafini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Alice Dessuki
- Department of General Psychology, University of Padova, Padova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
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21
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Sartori RF, Ribeiro Bandeira PF, Nobre GC, da Silva Ramalho MH, Valentini NC. Associations between motor proficiency in children with history of maltreatment and living in social economically vulnerability. CHILD ABUSE & NEGLECT 2017; 70:75-81. [PMID: 28595090 DOI: 10.1016/j.chiabu.2017.05.014] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Revised: 04/06/2017] [Accepted: 05/27/2017] [Indexed: 06/07/2023]
Abstract
Maltreatment and living in poor socioeconomic conditions during childhood may implicate in deficits on motor proficiency, nevertheless, the literature on this issue is still scarce. The goal of the study was to investigate the possible associations among manual dexterity, aiming and catching tasks, and balance tasks for children who suffers maltreatment and lived in social vulnerability. Eighty-two (82) children (08-09 years old) participated in the study. Forty-one (41) belong to the (SEV-M Group) children living in social economic vulnerability and were previously maltreated (lived in foster homes as results of parental neglect and domestic violence), and 41 belong to the (SEV Group) children living in social economical vulnerability with no history of childhood maltreatment. Children were assessed using the Movement Assessment Battery for Children -2nd Edition. Structural Equation Modeling was used to analyze the data. The results suggest the existence of a variety of motor difficulties in the group of children who suffered from neglect and domestic violence. The statistics model showed a negative effect for children in at-risk environments (regression coefficient=-0.30) and only showed a significant effect (p=0.04) for balance abilities. Traumatic experiences may have a negative effect on children' balance proficiency.
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Affiliation(s)
- Rodrigo Flores Sartori
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil; Department of Physical Education at the Pontifical Catholic University of Rio Grande do Sul - PUCRS and Serra Gaucha University - FSG, Rio Grande do Sul, Brazil.
| | - Paulo Felipe Ribeiro Bandeira
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
| | - Glauber Carvalho Nobre
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
| | - Maria Helena da Silva Ramalho
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
| | - Nadia Cristina Valentini
- Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
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22
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Dirlikov B, Younes L, Nebel MB, Martinelli MK, Tiedemann AN, Koch CA, Fiorilli D, Bastian AJ, Denckla MB, Miller MI, Mostofsky SH. Novel automated morphometric and kinematic handwriting assessment: A validity study in children with ASD and ADHD. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2017.1304841] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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23
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Langmaid RA, Papadopoulos N, Johnson BP, Phillips J, Rinehart NJ. Movement Scaling in Children With ADHD-Combined Type. J Atten Disord 2016; 20:131-7. [PMID: 23900404 DOI: 10.1177/1087054713493317] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE The aim of the study was to investigate motor performance in children with ADHD using a size-scaling handwriting task. METHOD In all, 14 male children with ADHD and 14 typically developing (TD) children (age 7-15) wrote 10-mm and 40-mm cursive letter "l." RESULTS Children with ADHD were unable to maintain their writing accurately at 40 mm, falling short by several millimeters; this was not evident in the TD children. Children with ADHD also had slightly faster and more fluent writing than TD children. CONCLUSION It was concluded that children with ADHD have difficulties scaling handwriting movement in the larger 40-mm condition that may reflect poor planning and modulation of movement, despite having faster and more fluent movements.
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Affiliation(s)
| | - Nicole Papadopoulos
- Monash University, Notting Hill, Victoria, Australia Deakin University, Burwood, Victoria, Australia
| | | | | | - Nicole J Rinehart
- Monash University, Notting Hill, Victoria, Australia Deakin University, Burwood, Victoria, Australia
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24
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Miranda A, Baixauli I, Colomer C. Narrative writing competence and internal state terms of young adults clinically diagnosed with childhood attention deficit hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:1938-1950. [PMID: 23584087 DOI: 10.1016/j.ridd.2013.03.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2012] [Revised: 03/11/2013] [Accepted: 03/11/2013] [Indexed: 06/02/2023]
Abstract
OBJECTIVE The first objective of this study was to compare the written expression competence of young adults with attention deficit hyperactivity disorder (ADHD) with that of young adults without ADHD on three types of measures: indicators of the story's microstructure with regard to productivity and morphosyntax; indicators of the macrostructure (story grammar); and expressions of the mental states of the story's characters (internal state language). The second objective consisted of determining the relationships among the different narrative writing measures and the ADHD behavior ratings of inattention and hyperactivity obtained using the family observer report. METHOD The sample was composed of 54 participants, aged from 18 to 24, divided equally into a group with a childhood clinical diagnosis of combined subtype ADHD and a control group without ADHD. Written composition was assessed using a narrative task based on a sequence of images. RESULTS As expected, the young adults with ADHD obtained significantly worse results than the control group on the majority of the parameters of the story's microstructure and macrostructure. Likewise, they included a significantly lower number of terms about the characters' mental states. A correlation was also observed between measures of narrative competence and core symptoms of ADHD, as well as between the use of words with an emotional content and estimations related to core symptoms of ADHD. CONCLUSION The findings of this study point out that expressive writing should be assessed in individuals with ADHD as part of screening and comprehensive evaluation. More research is needed to design and implement effective interventions in this area.
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Affiliation(s)
- Ana Miranda
- Universidad de Valencia, Avd. Blasco Ibáñez, 21, 46010 Valencia, Spain.
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