Batya Engel-Yeger1, Limor Nagauker-Yanuv, Sara Rosenblum. 1. Occupational Therapy Department, Faculty of Social Welfare ad Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel. batya@research.haifa.ac.il
Abstract
OBJECTIVE: This study examined the relationships between children's self-reports on their handwriting performance, their actual handwriting process and product, and wider motor-perceived self-efficacy. METHOD: Twenty-one children with dysgraphia and 21 typically developing children copied a paragraph on an electronic tablet as part of a Computerized Penmanship Evaluation Tool. Handwriting product was evaluated by the Hebrew Handwriting Evaluation. Participants completed the Children's Questionnaire for Handwriting Proficiency (CHaP) and the Perceived Efficacy and Goal Setting System (PEGS). RESULTS: The study group's CHaP scores significantly correlated with handwriting process, product measures (rs = .46 - .59, ps = .034 - .005), and PEGS scores, all of which were significantly poorer compared with those of the control participants. CONCLUSIONS: Children are aware of their handwriting deficits and are able to report them. Children's reports may contribute to the identification of dysgraphia and facilitate their participation in occupational therapy intervention and in class.
OBJECTIVE: This study examined the relationships between children's self-reports on their handwriting performance, their actual handwriting process and product, and wider motor-perceived self-efficacy. METHOD: Twenty-one children with dysgraphia and 21 typically developing children copied a paragraph on an electronic tablet as part of a Computerized Penmanship Evaluation Tool. Handwriting product was evaluated by the Hebrew Handwriting Evaluation. Participants completed the Children's Questionnaire for Handwriting Proficiency (CHaP) and the Perceived Efficacy and Goal Setting System (PEGS). RESULTS: The study group's CHaP scores significantly correlated with handwriting process, product measures (rs = .46 - .59, ps = .034 - .005), and PEGS scores, all of which were significantly poorer compared with those of the control participants. CONCLUSIONS:Children are aware of their handwriting deficits and are able to report them. Children's reports may contribute to the identification of dysgraphia and facilitate their participation in occupational therapy intervention and in class.