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Handwriting performance in children with attention deficit hyperactivity disorder (ADHD)
Marie Brossard Racine1, Annette Majnemer, Michael Shevell
1School of Physical and Occupational Therapy McGill University, McGill University Health Centre, Montreal, QC, Canada.
Journal of Child Neurology
|April 11, 2008
Summary
Children with attention deficit hyperactivity disorder (ADHD) often struggle with handwriting, leading to illegible work and slower execution. Further research is needed to understand this common childhood condition
Area of Science:
- Neurobehavioral conditions
- Childhood developmental disorders
Background:
- Attention deficit hyperactivity disorder (ADHD) is a prevalent neurobehavioral condition in children.
- ADHD is associated with diverse challenges, including academic difficulties, social skill deficits, and motor impairments.
- Handwriting difficulties are anecdotally recognized as a significant issue impacting children with ADHD.
Purpose of the Study:
- To review existing literature on handwriting challenges in children diagnosed with ADHD.
- To synthesize current evidence regarding the nature and prevalence of handwriting deficits in this population.
- To inform healthcare and educational service delivery for children with ADHD.
Main Methods:
- Literature review of studies examining handwriting in children with ADHD.
- Analysis of evidence on the characteristics of handwriting performance in ADHD.
- Comparison of handwriting skills between children with and without ADHD.
Main Results:
- Evidence suggests children with ADHD exhibit impaired handwriting.
- Impairments include illegible written output and/or atypical speed of execution.
- Existing studies indicate a notable difference in handwriting performance compared to neurotypical children.
Conclusions:
- Children with ADHD demonstrate significant handwriting difficulties.
- Larger studies employing standardized measures are required.
- Further research is needed to fully understand the scope and impact of handwriting issues in ADHD.
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