SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Waelvelde, Hilde Van; Hellinckx, Tinneke; Peersman, Wim; Smits-Engelsman, B.C.M.

doi:10.3109/01942638.2012.678971

Cited by 70 publications

(61 citation statements)

References 22 publications

(21 reference statements)

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“…Handwriting fluency was assessed by means of the Systematic Screening of Handwriting Difficulties (Van Waelvelde, De Mey, & Smits-Engelsman, 2008), requiring children to copy a short text during 5 min. Handwriting fluency is calculated by counting the number of letters written in 5 min.…”

Section: Methodsmentioning

confidence: 99%

How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

Drijbooms

Groen

2016

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The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning. These results are discussed in light of the changes that characterize writing development in the upper elementary grades. More specifically, this study emphasizes the relevance of syntactic complexity as a developmental marker as well as the importance of executive functions for later writing development.

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Section: Methodsmentioning

confidence: 99%

How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

Drijbooms

Groen

2016

Read Writ

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“…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). However lack of availability and the technical training required to administer these assessments means they are not likely to be useful as outcome measures when retraining handwriting with adults with stroke.…”

Section: Assessments Measuring Handwriting Fluency No Easily-availabmentioning

confidence: 99%

“…Handwriting rating scales may have a broad focus such as global legibility of a sentence or how easily the writing can be read (Summers & Catarro, 2003). Handwriting rating scales may also have a more specific focus on individual components such as the legibility of individual letters (Amundsen, 1995), letter height or spacing (Jongmans et al, 2012). Limitations of measuring handwriting output include the subjectivity of measuring characteristics such as legibility and appearance.…”

Section: Approaches To Handwriting Assessmentmentioning

confidence: 99%

“…Characteristics of handwriting output that may not specifically relate to legibility, but may still be important to measure, include handwriting neatness or quality (Jongmans et al, 2012;Sappington & Money, 2003;Tucha et al, 2008). Handwriting output may be assessed using rating scales with descriptors (Amundsen, 1995;Au et al, 2012) or by comparing writing samples (Stefansson & Karlsdottir, 2003).…”

Section: Approaches To Handwriting Assessmentmentioning

confidence: 99%

“…The output or product of handwriting may be assessed, usually by analysing a sample of written text. Writing may be assessed globally, or by assessing specific components of handwriting such as letter size and spacing (Jongmans, Linthorst-Bakker, Westenberg, & Smits-Engelsman, 2012;.…”

Section: Approaches To Handwriting Assessmentmentioning

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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Relearning of Writing Skills in Parkinson's Disease After Intensive Amplitude Training

et al. 2016

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SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Cited by 70 publications

References 22 publications

How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

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

Relearning of Writing Skills in Parkinson's Disease After Intensive Amplitude Training

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