Relationships Among Biomechanical Ergonomic Factors, Handwriting Product Quality, Handwriting Efficiency, and Computerized Handwriting Process Measures in Children With and Without Handwriting Difficulties

Rosenblum, Sara; Goldstand, Sarina; Parush, Shula

doi:10.5014/ajot.60.1.28

Cited by 70 publications

(76 citation statements)

References 45 publications

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“…Strength and control of the trunk, neck and lower limbs may be important for positioning the body during handwriting (Rosenblum, Goldstand, & Parush, 2006). Handwriting is performed in different positions, depending on the task requirements and preferences of the writer.…”

Section: Reduced Motor Controlmentioning

confidence: 99%

“…Fluency is another important domain of handwriting performance. Writing fluency has been defined as the ability to write smoothly and efficiently without breaks or pauses (Rosenblum, Goldstand, et al, 2006). Fluency is related to speed (Summers & Catarro, 2003), with increased fluency contributing to faster speed.…”

Section: Handwriting Assessments: Fluencymentioning

confidence: 99%

“…Writing fluency has been measured by the number of times and amount of time the pen is lifted a certain distance off the paper, measured using a computerised writing tablet (Rosenblum, Goldstand, et al, 2006). Writing fluency has also been measured by computerised examination of abrupt changes in direction of lines, within or between letters (Jongmans et al, 2012).…”

Section: Assessments Measuring Handwriting Fluency No Easily-availabmentioning

confidence: 99%

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Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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facilities, health-related websites and in a seniors' newspaper. Eligibility criteria included having sustained a stroke at least three months previously, having self-reported difficulties with, and goals related to, handwriting, being able to hold a pen, and having sufficient cognitive and communication skills to complete a daily home program.A four-week, home-based handwriting training program was delivered by an occupational therapist. The intervention applied principles of task-specific motor training, involving intensive practice of meaningful handwriting tasks related to participant goals. Whole handwriting tasks were practised, as well as problematic handwriting task components. An occupational therapist provided supervised practice and coaching, giving feedback on task performance and using shaping to achieve the right level of challenge. Two 1-hour therapy sessions were provided per week. Another three hours per week of independent, unsupervised practice was prescribed to increase practice intensity. Participants were taught cognitive strategies to analyse their handwriting performance and problem-solve ways to improve specific handwriting features.Handwriting performance was measured at baseline, after the training program (at four weeks) and four weeks later. The primary outcome measure was the modified Evaluation Tool of Children's Handwriting-Words (mETCH-W), a subtest of the Handwriting Assessment Battery (HAB). Secondary outcome measures included other subtests of the HAB, the modified Four Point Scale, and the modified Disability of the Arm, Shoulder and Hand (DASH) Scale. Legibility was scored by a blinded rater.Feasibility of recruitment, intervention and outcome measures was evaluated using descriptive statistics, including means, standard deviations and proportions. Utility of the outcome measures was also evaluated by comparing participant score at baseline, postintervention and follow-up. Mean or median change scores were then calculated between these three time points and reported with a 95% confidence interval or interquartile range.Results: Seven adults with stroke were recruited over 18 months (eligibility fraction 43% of those screened, and enrolment fraction 78% of those eligible). There were no dropouts. Mean time post stroke was 2.6 years (range: 3 months to 7 years). Mean age was 71 years (range: 50 to 87 years). Mean disability measured using the Modified Rankin Scale was 2.3 (range 1 to 4). Although recruitment was slow, the intervention was feasible. Participants completed a mean of 7.9 hours of occupational therapy supervised handwriting practice (range: 7.6 to 8.3 hours) and 10 hours of independent practice (range: 6 to 14 hours). Participants were able to

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Section: Reduced Motor Controlmentioning

confidence: 99%

Section: Handwriting Assessments: Fluencymentioning

confidence: 99%

Section: Assessments Measuring Handwriting Fluency No Easily-availabmentioning

confidence: 99%

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Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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show abstract

“…Children with developmental disorders often struggle for years learning this skill (1,2,3). Handwriting requires good visual-motor coordination and cognitive and perceptual abilities (4,5). Shaping individual letters and detailed and complex sequences of letters requires intact motor planning (1,5).…”

Section: Introductionmentioning

confidence: 99%

“…Handwriting requires good visual-motor coordination and cognitive and perceptual abilities (4,5). Shaping individual letters and detailed and complex sequences of letters requires intact motor planning (1,5). To write a composition an idea about content and an ability and an ambition to initiate and fulfill the task is also important.…”

Section: Introductionmentioning

confidence: 99%

Experiences of handwriting and using a computerized ATD in school: Adolescents with Asperger's syndrome

Breivik¹,

Hemmingsson

2013

Scandinavian Journal of Occupational Therapy

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Adolescents with Asperger syndrome, AS, often have handwriting difficulties which affect their academic performance. The purpose of this descriptive multiple case mixed method study was to highlight how adolescents with AS experience writing in the school setting when writing by hand and when using a computerized Assistive, Technology Device, ATD, for writing. A qualitative content analysis approach was used, including interviews with five adolescents, their parents and their teachers. This was complemented by asking the adolescents to rate their perceived performance and satisfaction of writing with and without the ATD. All adolescents described handwriting difficulties, but a reduced ability to express oneself in writing was also common. Initiating and completing writing tasks was often so demanding that it caused resistance to the activity. Several advantages when using the ATD were described by the participants and the self-ratings showed higher scores for performance and satisfaction of writing when the ATD was used. The results show that teachers' encouragement seemed to be important for the initiation and continuation of use of the ATD.

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Copilotrace: A Platform to Process Graphomotor Tasks for Education and Graphonomics Research

Rémi

Nagau

2022

Lecture Notes in Computer Science

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Relationships Among Biomechanical Ergonomic Factors, Handwriting Product Quality, Handwriting Efficiency, and Computerized Handwriting Process Measures in Children With and Without Handwriting Difficulties

Abstract: Nonproficient handwriting is a work activity that is often characterized by inferior biomechanical ergonomics, handwriting quality, efficiency, and significantly different handwriting process measures. Results provide insights that can assist in planning intervention.

Cited by 70 publications

References 45 publications

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Experiences of handwriting and using a computerized ATD in school: Adolescents with Asperger's syndrome

Copilotrace: A Platform to Process Graphomotor Tasks for Education and Graphonomics Research

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