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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

163
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.
Dyslexia
Dyslexia is a...
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Enhancing Handwriting Performance of Children with Developmental Coordination Disorder (DCD) Using Computerized

Rachel Bartov1,2, Michael Wagner3, Nir Shvalb4

  • 1Department of Occupational Therapy, Ariel University, Ariel 40700, Israel.

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|September 28, 2023
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Summary

Computerized visual feedback significantly improved handwriting speed and pressure control in children with developmental coordination disorder (DCD). This intervention enhances motor skills and writing capacity, promoting greater student autonomy.

Keywords:
handwritinginterventionpressureregulationspatialtemporalvisual feedback

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Area of Science:

  • Occupational Therapy
  • Pediatric Neurology
  • Human-Computer Interaction

Background:

  • Developmental Coordination Disorder (DCD) affects motor skills, including handwriting.
  • Computerized systems offer novel approaches to assess and improve DCD-related challenges.
  • Visual feedback for handwriting in DCD has not been previously explored.

Purpose of the Study:

  • To investigate the impact of computerized visual feedback on handwriting performance in children with DCD.
  • To analyze effects on temporal, spatial, and pressure indices during writing tasks.
  • To determine the efficacy of visual feedback in enhancing motor control for handwriting.

Main Methods:

  • Twenty-seven children (7-12 years) with DCD participated in an 8-week intervention.
  • Participants copied text on a tablet, receiving visual feedback (color-coded pressure) or no feedback.
  • Handwriting metrics (time, spatial, pressure) were compared pre- and post-intervention.

Main Results:

  • Visual feedback significantly reduced writing time and increased writing capacity.
  • Letter height variance decreased, indicating improved spatial control.
  • Pressure regulation improved with visual feedback, demonstrating enhanced kinesthetic-haptic feedback.

Conclusions:

  • Computerized visual feedback is an effective intervention for improving handwriting in children with DCD.
  • The intervention enhances motor control, efficiency, and potentially student autonomy.
  • Findings suggest transferable training effectiveness and increased accessibility for intervention.