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Inter-relationships between objective handwriting features and executive control among children with developmental
1Laboratory of Complex Human Activity and Participation (CHAP), Department of Occupational Therapy, Faculty of Welfare and Health Sciences, University of Haifa, Mount Carmel, Israel.
Plos One
|April 25, 2018
Summary
Children with developmental dysgraphia show distinct handwriting and executive control differences. Addressing executive functions like working memory can improve understanding and intervention for handwriting impairments.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Developmental dysgraphia is a neurodevelopmental disorder affecting writing skills.
- Executive functions play a crucial role in various cognitive processes, including motor control and planning.
Purpose of the Study:
- To investigate handwriting and executive control features in children with developmental dysgraphia.
- To examine the inter-relationships between handwriting and executive control in this population.
Main Methods:
- Sixty-four children (32 with dysgraphia, 32 controls, aged 10-12) participated.
- Handwriting process and product were measured using the Computerized Penmanship Evaluation Tool (ComPET) and Hebrew Handwriting Evaluation (HHE).
- Executive control was assessed via the Behavior Rating Inventory of Executive Function (BRIEF).
Main Results:
- Significant differences in handwriting performance (HHE, ComPET) and executive control (BRIEF) were observed between groups.
- A discriminant function combining handwriting and executive control measures correctly classified 98.4% of participants.
- Correlations were found between working memory and legibility, and other executive domains and handwriting measures.
Conclusions:
- Executive control domains are crucial for understanding handwriting impairments in dysgraphia.
- Integrating executive function assessment can enhance identification, evaluation, and intervention for children with dysgraphia.
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