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Handwriting performance of children with attention deficit hyperactive disorders: a pilot study
Sara Rosenblum1, Liora Epsztein, Naomi Josman
1Department of Occupational Therapy, a joint program of the Faculty of Social Welfare & Health Sciences, University of Haifa, and the Technion, Haifa, Israel. rosens@research.haifa.ac.il
Physical & Occupational Therapy in Pediatrics
|December 10, 2008
Summary
Children with attention deficit hyperactive disorder (ADHD) show poorer handwriting than their peers. When off medication, children with ADHD spent more time on handwriting tasks.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
Background:
- Attention deficit hyperactive disorder (ADHD) is a common neurodevelopmental disorder affecting children's behavior and learning.
- Handwriting is a complex motor skill that can be impacted by attention and executive function deficits.
Purpose of the Study:
- To compare handwriting characteristics in children with ADHD (on and off medication) versus a control group.
- To investigate the impact of medication on the handwriting process and product in children with ADHD.
Main Methods:
- A paragraph-copying task was administered to 12 children with ADHD and 12 controls (aged 8-10) using a computerized system.
- Handwriting performance was assessed using the Hebrew Handwriting Evaluation tool, analyzing both process and product measures.
- Children with ADHD completed the task both on and off medication.
Main Results:
- Children with ADHD exhibited significantly poorer handwriting performance across most measures compared to controls.
- Children with ADHD spent more time on handwriting tasks, including in-air time, when not taking medication.
- Medication status influenced handwriting performance in children with ADHD.
Conclusions:
- Children with ADHD demonstrate distinct handwriting challenges compared to neurotypical children.
- Handwriting process and product evaluations may offer valuable insights into the functional impact of ADHD in educational settings.
- Further research could explore the utility of these evaluations for supporting children with ADHD in schools.
Related Concept Videos
01:30Attention-Deficit/Hyperactivity Disorder
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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