Handwriting skills of children with tic disorders

Abstract

Tic disorders (TD) are a group of developmental neuropsychiatric conditions in which an individual experiences motor and/or vocal tics beginning around the age of 5-8 years (Bitsko et al., 2014). TD are characterized by tics, which are brief, involuntary, non-rhythmic, recurrent, rapid, stereotyped motor movements or vocalisations that are often triggered by aversive interoceptive experiences (Ganos et al., 2015). TD are expressed across a continuum of severity and duration (Muller-Vahl, Sambrani, & Jakubovski, 2019) and include provisional tic disorders (PTD, tics present for less than a year), persistent/chronic tic disorders (CTD, isolated motor or vocal tics that last over 1 year) and Tourette syndrome (TS, motor and at least one vocal tic lasting more than a year; American Psychiatric Association, 2013). These diagnoses are categorized on the spectrum of TD with PTD often being less intensive and CTD and TS potentially being more severe (Muller-Vahl, Sambrani, et al., 2019). As many as 90% of

A Review of Mandala Drawing Therapy in the Education of Children with Special Needs

“…Thirdly, mandala drawing requires children to construct and design geometric shapes, which helps them develop spatial perception and geometric thinking. Through observation, analysis and decision-making during the drawing process, they can develop their problem-solving skills and creativity [16][17][18][19][20][21][22].…”

Spiral drawing deficits in children with prenatal alcohol exposure

“…The graphonomic skills of handwriting and drawing used by children each school day to record, communicate, and represent information are critically important to academic performance. With an estimated 7–15% of school‐age children experiencing some form of writing and drawing deficit (termed dysgraphia) (Döhla & Heim, 2016), there has been considerable interest in assessing these skills in typically developing children (Steinhart et al, 2021) as well as children with attention‐deficit/hyperactivity disorder (Rosenblum et al, 2008), autism spectrum disorder (Saenz et al, 2021), developmental coordination disorder (Biotteau et al, 2019), dyslexia (Galli et al, 2019), low vision (Guven & Usyal, 2022), and tic disorder (Simpson et al, 2020).…”