Handwriting performance and underlying factors in children with Attention Deficit Hyperactivity Disorder

Shen, I-Hsuan; Lee, Tsai-Yun; Chen, Chia-Ling

doi:10.1016/j.ridd.2012.02.010

Cited by 54 publications

(44 citation statements)

References 27 publications

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“…18 Children with ADHD without DCD have also scored significantly lower on tasks demanding upper limb and eye-hand coordination and visual-motor integration compared with controls. 10 Global motricity and dynamic balance tasks were considered to be at a mild risk for delayed motor development for the ADHD group, which is in line with Piek et al 29 who demonstrated that children with both inattention and hyperactivity are at risk for difficulties with gross motor skills. Emck et al 31 also reported that gross motor performance is affected in children with psychiatric disorders, including ADHD.…”

Section: Discussionsupporting

confidence: 58%

“…Furthermore, children with ADHD have also scored significantly lower on tasks demanding upper limb and eye-hand coordination and visual-motor integration compared with controls. 10 Tseng et al 5 investigated the relationship between motor performance, attention, impulse control, and hyperactivity in children with ADHD, and found that attention and impulse control were important predictors of both fine and gross motor skills in children with ADHD. 5 Kroes et al 6 examined whether quantitative and/or qualitative aspects of motor performance in 5-and 6-year-old children could predict ADHD, and found that two of the four qualitative domains (Dynamic Balance and Diadochokinesis and Manual Dexterity) as well as the total qualitative score at 5 and 6 years of age predicted ADHD diagnosis one year later.…”

Section: Introductionmentioning

confidence: 99%

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Motor development of children with attention deficit hyperactivity disorder

Neto

Goulardins

Rigoli

et al. 2015

Braz. J. Psychiatry

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Objective: To compare both global and specific domains of motor development of children with attention deficit hyperactivity disorder (ADHD) with that of typically developing children. Methods: Two hundred children (50 children with clinical diagnoses of ADHD, according to the DSM-IV-TR and 150 typically developing controls), aged 5 to 10 years, participated in this crosssectional study. The Motor Development Scale was used to assess fine and global motricity, balance, body schema, and spatial and temporal organization. Results: Between-group testing revealed statistically significant differences between the ADHD and control groups for all domains. The results also revealed a deficit of nearly two years in the motor development of children with ADHD compared with the normative sample. Conclusion: The current study shows that ADHD is associated with a delay in motor development when compared to typically developing children. The results also suggested difficulties in certain motor areas for those with ADHD. These results may point to plausible mechanisms underlying the relationship between ADHD and motor difficulties.

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Section: Discussionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Motor development of children with attention deficit hyperactivity disorder

Neto

Goulardins

Rigoli

et al. 2015

Braz. J. Psychiatry

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“…penmanship, which is independent of other motor problems associated with the disorder. 6,7 Developmental coordination disorder (DCD) is a well-recognised motor disability in an otherwise healthy individual. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) defines DCD as marked impairment in performance of motor skills, significantly interfering with daily activities and/or academic achievements.…”

Section: Discussionmentioning

confidence: 99%

Prevalence of motor problems in children with attention deficit hyperactivity disorder in Hong Kong

et al. 2016

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“…However, one study (6) , 10 to 30% of students have difficulty in following the development of writing, and consequently tend to get frustrated when trying to put their ideas on paper, inhibiting their ability to compose texts (7) . Continuing difficulties can lead to low self-esteem and less motivated to try, especially when the amount of work enhances with increasing school seriation (8,9) . The difficulties in the acquisition of writing skill can be seen as predictors of learning disabilities (10) .…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the disorder is characterized by prejudice the individual, resulting in a lower performance than expected for his age, writing ability and difficulties in school performance or profession and in activities of daily life, and you can confirm it by assessment complete clinical and standardized measures of performance (14) . Recent international studies report that the disorder of written expression results in writing skills below that expected for age, related to legibility (quality of letter formation, alignment and spacing of letters and words and sizing of letters) and low speed (rate production) (6,15) , showing a important relationship between legibility and the writing speed, this is between the quality and quantity of written (8) . Writing speed is fundamental for example in a moment of realization of exam/tests because the student needs to be able to transfer your ideas to paper while trying to keep up with his thoughts in a determined time (16) .…”

Section: Introductionmentioning

confidence: 99%

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

Cardoso

Henderson²,

Capellini

2014

Audiol., Commun. Res.

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Purpose: To perform the translation and cultural adaptation of the Detailed Assessment of Speed of Handwriting (DASH) for the Brazilian population. Methods: (1) Evaluation of conceptual and items equivalence, and (2) Semantic equivalence, including the steps of (2a) Translation, (2b) retranslation, (2c) Review by the committee of judges and (2d) Pre-test. The second step was carried out by two professionals and 2b by two other professionals, 2c was formed by speech therapists, occupational therapists and educators and the 2d was carried out with 32 students, four from each age group (9-16 years old). Results: (1) It was found that the concepts and items are equivalent in both cultures (British and Brazilian). In the second stage it was found that two tasks in the original procedure, pangrama classified as a phrase in the English language is used. Therefore, when performing unification of translations, an adjustment was made for the phrase pangrama in Portuguese. In 2bshowed that the translation was valid and 2c was consolidated all versions produced in a single version in Portuguese, which was applied in school. In 2d there was acceptance and understanding of the students in the proposed tasks and internal consistency value of 0.701, others words, Métodos: (1) Avaliação de equivalências conceitual e de itens e (2)Avaliação da equivalência semântica, que envolveu as etapas de (2a) Tradução, (2b) Retradução, (2c) Revisão pelo comitê de juízes e (2d) Pré-teste. A etapa 2a foi realizada por dois profissionais e a 2b por outros dois profissionais; na etapa 2c foi composto por um comitê de juízes fonoaudiólogas, pedagogas e terapeutas ocupacionais e a 2d foi realizada com 32 escolares, sendo quatro de cada faixa etária (de 9 a 16 anos). Resultados:(1) Verificou-se que os conceitos e os itens são equivalentes nas duas culturas (britânica e brasileira). Na etapa 2a, observou-se que, em duas tarefas do procedimento original, foi utilizada uma frase classificada como pangrama na língua inglesa. Diante disso, ao se realizar a unificação das traduções, foi feita uma adaptação da frase para um pangrama na língua portuguesa. Na etapa 2b, verificou-se que a tradução foi válida e na 2c, todas as versões produzidas foram consolidadas em uma única versão, em português, que foi aplicada aos escolares. Na etapa 2d, constatou-se aceitabilidade e compreensão dos escolares nas tarefas propostas e valor de consistência interna de 0,701, ou seja, variabilida-

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Handwriting performance and underlying factors in children with Attention Deficit Hyperactivity Disorder

Cited by 54 publications

References 27 publications

Motor development of children with attention deficit hyperactivity disorder

Motor development of children with attention deficit hyperactivity disorder

Prevalence of motor problems in children with attention deficit hyperactivity disorder in Hong Kong

Translation and cultural adaptation of Brazilian Detailed Assessment of Speed of Handwriting: conceptual and semantic equivalence

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