Pencil Grasp and Children’s Handwriting Legibility During Different-Length Writing Tasks

Dennis, Julie L.; Swinth, Yvonne

doi:10.5014/ajot.55.2.175

Cited by 72 publications

(73 citation statements)

References 15 publications

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“…The broader surface area hypothesis suggests that grasp patterns with increased contact and pressure could be less functional than the DT grasp; the elevated pressure over time could increase the effort required to maintain the grasp, inducing premature fatigue, which could, in turn, decrease motor control and the legibility of writing (Dennis & Swinth, 2001;Engel-Yeger & Rosenblum, 2010). In fact, the LT grasp has been linked to earlier fatigue (Stevens, 2008).…”

Section: Grip and Axial Forcesmentioning

confidence: 99%

“…In addition, the ring and the fifth fingers provide stabilization against the palm and support the metacarpal phalangeal arch of the hand (Benbow, 2002;Ziviani & Wallen, 2006). The increased surface area of grasps other than the DT could decrease the dynamic movement of the pencil (Dennis & Swinth, 2001). With the lateral grasps, the thumb is adducted and the web space is closed more tightly around the barrel of the pencil, which restricts the pencil's movement, eliminates thumb opposition, and further compromises balance (Dennis & Swinth, 2001).…”

Section: Pencil Grasp Debatementioning

confidence: 99%

“…The increased surface area of grasps other than the DT could decrease the dynamic movement of the pencil (Dennis & Swinth, 2001). With the lateral grasps, the thumb is adducted and the web space is closed more tightly around the barrel of the pencil, which restricts the pencil's movement, eliminates thumb opposition, and further compromises balance (Dennis & Swinth, 2001). Likewise, with the DQ grasp, the ring finger is in contact with the pencil barrel, thereby eliminating the radial-ulnar dissociation of the fingers.…”

Section: Pencil Grasp Debatementioning

confidence: 99%

“…Therapists and teachers commonly recommend that children, especially those with handwriting difficulties, use the DT pencil grasp (Schneck & Henderson, 1990). Three other pencil grasp patterns-namely, the dynamic quadrupod (DQ), the lateral tripod (LT), and the lateral quadrupod (LQ) pencil grasps-are suggested to be mature grasps that are functional in terms of speed or legibility for writing (Dennis & Swinth, 2001;Koziatek & Powell, 2003). The prevalence of each of these grasp patterns in children is comparable to that of the DT grasp (Koziatek & Powell, 2003;Schwellnus et al, 2012).…”

Section: Pencil Grasp Debatementioning

confidence: 99%

“…Grasps other than the DT have been hypothesized to decrease the amount of force exerted by each digit by distributing the requisite force over a larger surface area. Alternatively, the broadened surface contact may increase the total grip force, rendering the grip more static, and in turn diminish the engagement of the intrinsic hand muscles (Dennis & Swinth, 2001).…”

Section: Grip and Axial Forcesmentioning

confidence: 99%

See 4 more Smart Citations

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Schwellnus

Carnahan

Kushki

et al. 2013

The American Journal of Occupational Therapy

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OBJECTIVE. We investigated differences in handwriting kinetics, speed, and legibility among four pencil grasps after a 10-min copy task. METHOD. Seventy-four Grade 4 students completed a handwriting assessment before and after a copy task. Grip and axial forces were measured with an instrumented stylus and force-sensitive tablet. We used multiple linear regression to analyze the relationship between grasp pattern and grip and axial forces. RESULTS. We found no kinetic differences among grasps, whether considered individually or grouped by the number of fingers on the barrel. However, when grasps were grouped according to the thumb position, the adducted grasps exhibited higher mean grip and axial forces. CONCLUSION. Grip forces were generally similar across the different grasps. Kinetic differences resulting from thumb position seemed to have no bearing on speed and legibility. Interventions for handwriting difficulties should focus more on speed and letter formation than on grasp pattern.

show abstract

Section: Grip and Axial Forcesmentioning

confidence: 99%

Section: Pencil Grasp Debatementioning

confidence: 99%

Section: Pencil Grasp Debatementioning

confidence: 99%

Section: Pencil Grasp Debatementioning

confidence: 99%

Section: Grip and Axial Forcesmentioning

confidence: 99%

See 3 more Smart Citations

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Schwellnus

Carnahan

Kushki

et al. 2013

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

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Do Handwriting Difficulties Correlate with Core Symptomology, Motor Proficiency and Attentional Behaviours?

Grace

Enticott

Johnson

et al. 2017

J Autism Dev Disord

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Handwriting is commonly identified as an area of weakness in children with autism spectrum disorder (ASD), but precise deficits have not been fully characterised. Boys with ASD (n = 23) and matched controls (n = 20) aged 8-12 years completed a simple, digitised task to objectively assess handwriting performance using advanced descriptive measures. Moderate to large associations were identified between handwriting performance and attention, ASD symptoms and motor proficiency. The ASD group demonstrated significantly less smooth movements and significantly greater sizing variability and peak velocity relative to controls. These findings provide a clearer indication of the specific nature of handwriting impairments in children with ASD, and suggest a relationship with core clinical symptom severity, attention and motor behaviours.

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Stifthaltungsvarianten für flexible Produktgestaltung: Häufigkeitsverteilung der Stifthaltung bei Erstklässlern in Deutschland

Meyer¹,

Salata²,

Bruder

2022

Z. Arb. Wiss.

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ZusammenfassungBei der ergonomischen Gestaltung von Schreibgeräten spielt die Stifthaltung eine wichtige Rolle, um die Kompatibilität zwischen Mensch und Schreibwerkzeug zu gewährleisten. Der Dreipunktgriff wurde lange Zeit – und wird zum Teil auch noch heute – als die einzige „reife“ Stifthaltung gesehen. Mit zunehmender Forschung wird jedoch deutlich, dass insbesondere jüngere Generationen auch weitere Stifthaltungen verwenden, die als funktional gelten. Das Ziel der vorliegenden Studie war es, die Häufigkeitsverteilung der Stifthaltung bei Schüler/innen in Deutschland differenziert aufzuzeigen und statistisch auszuwerten. An der Studie beteiligten sich insgesamt 128 Erstklässler (ohne Entwicklungsauffälligkeiten) im Alter von 5–8 Jahren. Die Stifthaltungen wurden während des Schreibens fotografiert und anhand der Anzahl der Finger auf dem Stift und der Stellung des Daumens kategorisiert. Wir fanden signifikante Unterschiede in der Häufigkeitsverteilung (×2 (4) = 39,344, p < 0,001). Der Dreipunktgriff war signifikant der Häufigste (39,8 %, n = 51). Die Verwendung von Vierpunktgriff, seitlichem Dreipunktgriff und seitlichem Vierpunktgriff waren untereinander vergleichbar. Bei acht Kindern wurden weitere Stifthaltungen beobachtet. Signifikant mehr Mädchen als Jungen verwendeten den seitlichen Vierpunktgriff (p = 0,035).Praktische Relevanz: Durch die Kompatibilität zur flexiblen Produktgestaltung kann eine ermüdungsfreie Schreibbewegung sowie eine Erhöhung der schreibmotorischen Leistung (u. a. angemessene/r Schreibgeschwindigkeit und Schreibdruck) erwartet werden. Die ergonomische Produktgestaltung von Schreibgeräten kann von den vorliegenden Studienergebnissen profitieren.

show abstract

Pencil Grasp and Children’s Handwriting Legibility During Different-Length Writing Tasks

Cited by 72 publications

References 15 publications

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children

Do Handwriting Difficulties Correlate with Core Symptomology, Motor Proficiency and Attentional Behaviours?

Stifthaltungsvarianten für flexible Produktgestaltung: Häufigkeitsverteilung der Stifthaltung bei Erstklässlern in Deutschland

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