Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts

Scharoun, Sara M; Bryden, Pamela J.; Otipková, Zuzana; Musálek, Martin; Lejčarová, Alena

doi:10.1016/j.ridd.2013.08.011

Cited by 36 publications

(36 citation statements)

References 70 publications

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“…In the letter-copying task, our results showed that V, SS and P were significantly larger in ADHD group. This is to some instance in accordance with earlier research showing faster, poorly scaled writing movements with larger pressure in ADHD [17,18]. Earlier 9 research of writing in children with ADHD revealed that writing difficulties associated with attention problems are the consequence of both impaired graphemic buffer and kinematic motor production, and not of linguistic nature [26].…”

Section: Discussionsupporting

confidence: 91%

“…Attention deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children and adolescents with a worldwide prevalence ranging from 5% to 7%, being more frequent among males [14]. Children with ADHD may have motor performance difficulties including writing impairment [1, 15,16,17]. Problems with attention span, fine motor control, error processing, visual-motor integration, motor planning, and working memory can all contribute to poorer writing performance in ADHD [1,18,19,20].…”

Section: Introductionmentioning

confidence: 99%

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Writing kinematics and graphic rules in children with ADHD

Ivančević¹,

Miler-Jerkovic

Stevanović³

et al. 2020

Srp Arh Celok Lek

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Introduction/Objective. The aim of this study was to coIntroduction/Objective. The aim of this study was to compare kinematic features and graphic rules of writing between children with attention deficit/hyperactivity disorder (ADHD) (with and without medical treatment) and typically developed children (TDC). Methods. In total, 55 children (26 with ADHD/ten subjects were on methylphenidate treatment and 29 TDC) completed a writing task on a digitizing board (in three repetitions; using non-inking stylus) which included a semicircle tracing, triangle, and letter copying. Kinematic features of movements in all tasks and graphic rules during a semicircle tracing were analyzed. Graphic rules were observed as expected movements (selecting the starting point and direction of tracing). Results. The values of kinematic parameter jerk were significantly larger in TDC group compared to all ADHD subjects (regardless of treatment) and increased constantly with semicircle task progression and repetition in both groups. Children with ADHD without methylphenidate treatment used overall slower movements compared to TDC. The tracing of children with ADHD taking methylphenidate was more automated (with less change in movement velocity and acceleration) compared to TDC. In ADHD group only, those with treatment traced faster and more automated compared to those without treatment. The majority of subjects used expected movements in semicircle tracing and this percentage increased with the task repetition (without difference between ADHD and TDC). Conclusion. Both children with ADHD and TDC used similar approach in the tracing task and were compliant with graphic rules. Methylphenidate treatment may positively influence writing kinematics in children with ADHD. Task repetition also influences writing. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 175016]

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Writing kinematics and graphic rules in children with ADHD

Ivančević¹,

Miler-Jerkovic

Stevanović³

et al. 2020

Srp Arh Celok Lek

View full text Add to dashboard Cite

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“…The biggest differences between performance of the preferred and the non-preferred upper limbs were found in complex tests with high demands on coordination (“spiral tracing” and “dot-filling”). This supports hypotheses made by Roy et al (1994) and Sainburg and Kalakanis (2000) or Scharoun et al (2013) . They claim that significantly higher skilfulness of the preferred upper limb is observed in activities in which more segments of the given limb (e.g., shoulder and elbow joint) are involved at the same time ( Roy et al, 1994 ; Sainburg and Kalakanis, 2000 ; Scharoun et al, 2013 ).…”

Section: Discussionsupporting

confidence: 89%

“…Subsequently approximated generic reliability of the tests modeled only under one factor “Performance of locomotive organs” had value McDonald ω = 0.83. These five tests have already been replicated in the study Scharoun et al (2013) for the assessment of different performance of the preferred and the non-preferred upper and lower limbs in children with ADHD and their neurotypical controls. The results of this study revealed that all five performance tests are sufficiently sensitive to determine the performance of the preferred and the non-preferred limb and to detect motor problems in children with ADHD ( Scharoun et al, 2013 ).…”

Section: Methodsmentioning

confidence: 99%

Skilled performance tests and their use in diagnosing handedness and footedness at children of lower school age 8â€“10

Musálek

2015

Front. Psychol.

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Previous research has shown that hand and foot preferences do not develop in parallel in children and it has been discovered that in children foot preference stabilizes later. Therefore, the aim of this study is to verify whether the differences in stabilization will also be manifested through less consistent results of selected skilled foot performance tests in a comparison with selected skilled hand performance tests. A total of 210 8–10 year old children from elementary schools were recruited for this study. Hand and foot preferences were first tested using hand and foot preference observable measure tasks; consequently, all participants performed four skilled hand performance tests and three foot performance tests. Unlike in complex skilled hand performance tests, which showed a significant convergent validity 0.56–0.89 with hand preference tasks, in complex skilled foot performance tests a very low convergent validity 0.25–0.46 with foot preference tasks was detected. The only skilled foot performance indicator which showed an acceptable convergent validity with foot preference tasks was the “foot tapping” test 0.65–0.85, which represents rather a gross motor activity. Moreover, further results of the tests suggest that complex or fine motor performance tests used for diagnosing laterality of the lower limb that have a manipulative character probably do not represent suitable indicators for children in the given age category. The same trend was revealed in both females and males. This indicates that the level of laterality assessed as difference in skilfulness between the preferred and the non-preferred limb in children in the given age group probably develops in the same way in both genders.

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“…No entanto, os fatores envolvidos na presença de problemas motores no TDAH até o momento não foram completamente elucidados (Scharoun et al, 2013) e não há um consenso a respeito de quais habilidades motoras são mais prejudicadas nestes indivíduos (Pitcher et al, 2003;Pitcher et al, 2003;Visser, 2003;Tseng et al, 2004;Fliers et al, 2008), nem correlações das dificuldades motoras com os diferentes subtipos clínicos do transtorno e com o índice de massa corpórea. Assim, mais pesquisas são necessárias para investigar déficits motores em indivíduos com TDAH (Lavasani, Stagnitti, 2011).…”

Section: Dificuldades Motoras E Tdahunclassified

Avaliação do desempenho motor e acadêmico de crianças com e sem transtorno de déficit de atenção/ hiperatividade

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Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts

Cited by 36 publications

References 70 publications

Writing kinematics and graphic rules in children with ADHD

Writing kinematics and graphic rules in children with ADHD

Skilled performance tests and their use in diagnosing handedness and footedness at children of lower school age 8â€“10

Avaliação do desempenho motor e acadêmico de crianças com e sem transtorno de déficit de atenção/ hiperatividade

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