Sara Rosenblum1, Liora Epsztein, Naomi Josman. 1. Department 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
Abstract
OBJECTIVE: The aim of this study was to compare the handwriting characteristics of children diagnosed with attention deficit hyperactive disorder (ADHD), while on and off medication, as well as with a control group. METHODS: Twelve children with ADHD and 12 control children, aged 8-10, performed a paragraph-copying task using a computerized system. The children with ADHD performed the task both while on and off medication. The handwriting product of both groups was then evaluated with the Hebrew Handwriting Evaluation tool. CONCLUSION: Results provide evidence for poorer performance of children with ADHD in comparison to children without ADHD on most handwriting process and product measures. Children with ADHD demonstrated significantly more total time including in-air time spent in handwriting performance when off medication. The possible implications of these results regarding the future use of handwriting process and product evaluations for children with ADHD in school settings are discussed.
OBJECTIVE: The aim of this study was to compare the handwriting characteristics of children diagnosed with attention deficit hyperactive disorder (ADHD), while on and off medication, as well as with a control group. METHODS: Twelve children with ADHD and 12 control children, aged 8-10, performed a paragraph-copying task using a computerized system. The children with ADHD performed the task both while on and off medication. The handwriting product of both groups was then evaluated with the Hebrew Handwriting Evaluation tool. CONCLUSION: Results provide evidence for poorer performance of children with ADHD in comparison to children without ADHD on most handwriting process and product measures. Children with ADHD demonstrated significantly more total time including in-air time spent in handwriting performance when off medication. The possible implications of these results regarding the future use of handwriting process and product evaluations for children with ADHD in school settings are discussed.
Authors: Kouichi Yoshimasu; William J Barbaresi; Robert C Colligan; Jill M Killian; Robert G Voigt; Amy L Weaver; Slavica K Katusic Journal: Pediatrics Date: 2011-08-22 Impact factor: 7.124
Authors: Cecilia W P Li-Tsang; Tim M H Li; Mandy S W Lau; Choco H Y Ho; Howard W H Leung Journal: Int J Methods Psychiatr Res Date: 2018-05-15 Impact factor: 4.035