Assessing Handwriting Intervention Effectiveness in Elementary School Students / Tsu-Hsin Howe in American Journal of Occupational Therapy, Vol. 67/1 (janvier-février 2013)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 67/1 (janvier-février 2013) . - p. 19-26 Titre : Assessing Handwriting Intervention Effectiveness in Elementary School Students : a Two-Group Controlled Study Type de document : texte imprimé Auteurs : Tsu-Hsin Howe ; Karen Laurie ROSTON Année de publication : 2013 Article en page(s) : p. 19-26 Langues : Anglais (eng) Mots-clés : Ecole  Enfant  Ecriture Résumé : This study examined the effectiveness of two approaches used in elementary schools to improve children’s handwriting. Participants were 72 New York City public school students from the first and second grades. A nonequivalent pretest–posttest group design was used in which students engaged in handwriting activities using two approaches: intensive handwriting practice and visual–perceptual–motor activities. Handwriting speed, legibility, and visual–motor skills were examined after a 12-wk Handwriting Club using multivariate analysis of variance. The results showed that students in the intensive handwriting practice group demonstrated significant improvements in handwriting legibility compared with students in the visual–perceptual–motor activity group. No significant effects in handwriting speed and visual–motor skills were found between the students in intensive handwriting practice group and the students in visual–perceptual–motor activities group. The Handwriting Club model is a natural intervention that fits easily into existing school curriculums and can be an effective short-term intervention (response to intervention Tier II). Permalink : ./index.php?lvl=notice_display&id=14002 [article] Assessing Handwriting Intervention Effectiveness in Elementary School Students : a Two-Group Controlled Study [texte imprimé] / Tsu-Hsin Howe ; Karen Laurie ROSTON . - 2013 . - p. 19-26. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 67/1 (janvier-février 2013) . - p. 19-26 Mots-clés : Ecole  Enfant  Ecriture Résumé : This study examined the effectiveness of two approaches used in elementary schools to improve children’s handwriting. Participants were 72 New York City public school students from the first and second grades. A nonequivalent pretest–posttest group design was used in which students engaged in handwriting activities using two approaches: intensive handwriting practice and visual–perceptual–motor activities. Handwriting speed, legibility, and visual–motor skills were examined after a 12-wk Handwriting Club using multivariate analysis of variance. The results showed that students in the intensive handwriting practice group demonstrated significant improvements in handwriting legibility compared with students in the visual–perceptual–motor activity group. No significant effects in handwriting speed and visual–motor skills were found between the students in intensive handwriting practice group and the students in visual–perceptual–motor activities group. The Handwriting Club model is a natural intervention that fits easily into existing school curriculums and can be an effective short-term intervention (response to intervention Tier II). Permalink : ./index.php?lvl=notice_display&id=14002

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Predicting Handwriting Legibility in Taiwanese Elementary School Children / Tzu-I Lee in American Journal of Occupational Therapy, Vol. 70/6 (Novembre-décembre 2016)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 70/6 (Novembre-décembre 2016) . - p. 7006220020p1-7006220020p9 Titre : Predicting Handwriting Legibility in Taiwanese Elementary School Children Type de document : texte imprimé Auteurs : Tzu-I Lee ; Tsu-Hsin Howe ; Hao-Ling Chen ; [et al...] Année de publication : 2016 Article en page(s) : p. 7006220020p1-7006220020p9 Langues : Anglais (eng) Mots-clés : child  handwriting  elementary schools  cerebrovascular accident  visual motor coordination  eye-hand coordination Résumé : This study investigates handwriting characteristics and potential predictors of handwriting legibility among typically developing elementary school children in Taiwan. Predictors of handwriting legibility included visual–motor integration (VMI), visual perception (VP), eye–hand coordination (EHC), and biomechanical characteristics of handwriting. A total of 118 children were recruited from an elementary school in Taipei, Taiwan. A computerized program then assessed their handwriting legibility. The biomechanics of handwriting were assessed using a digitizing writing tablet. The children’s VMI, VP, and EHC were assessed using the Beery–Buktenica Developmental Test of Visual–Motor Integration. Results indicated that predictive factors of handwriting legibility varied in different age groups. VMI predicted handwriting legibility for first-grade students, and EHC and stroke force predicted handwriting legibility for second-grade students. Kinematic factors such as stroke velocity were the only predictor for children in fifth and sixth grades. Permalink : ./index.php?lvl=notice_display&id=47057 [article] Predicting Handwriting Legibility in Taiwanese Elementary School Children [texte imprimé] / Tzu-I Lee ; Tsu-Hsin Howe ; Hao-Ling Chen ; [et al...] . - 2016 . - p. 7006220020p1-7006220020p9. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 70/6 (Novembre-décembre 2016) . - p. 7006220020p1-7006220020p9 Mots-clés : child  handwriting  elementary schools  cerebrovascular accident  visual motor coordination  eye-hand coordination Résumé : This study investigates handwriting characteristics and potential predictors of handwriting legibility among typically developing elementary school children in Taiwan. Predictors of handwriting legibility included visual–motor integration (VMI), visual perception (VP), eye–hand coordination (EHC), and biomechanical characteristics of handwriting. A total of 118 children were recruited from an elementary school in Taipei, Taiwan. A computerized program then assessed their handwriting legibility. The biomechanics of handwriting were assessed using a digitizing writing tablet. The children’s VMI, VP, and EHC were assessed using the Beery–Buktenica Developmental Test of Visual–Motor Integration. Results indicated that predictive factors of handwriting legibility varied in different age groups. VMI predicted handwriting legibility for first-grade students, and EHC and stroke force predicted handwriting legibility for second-grade students. Kinematic factors such as stroke velocity were the only predictor for children in fifth and sixth grades. Permalink : ./index.php?lvl=notice_display&id=47057

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Relationship between postural control and fine motor skills in preterm infants at 6 and 12 months adjusted age / Tien-Ni WANG in American Journal of Occupational Therapy, Vol. 65/6 (novembre-décembre 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 695-701 Titre : Relationship between postural control and fine motor skills in preterm infants at 6 and 12 months adjusted age Type de document : texte imprimé Auteurs : Tien-Ni WANG ; et al. ; Jim Hinojosa ; Tsu-Hsin Howe Année de publication : 2011 Article en page(s) : p. 695-701 Langues : Anglais (eng) Mots-clés : Développement  Nourrisson  Equilibration  Motricité Résumé : We examined the relationship between postural control and fine motor skills of preterm infants at 6 and 12 mo adjusted age. The Alberta Infant Motor Scale was used to measure postural control, and the Peabody Developmental Motor Scales II was used to measure fine motor skills. The data analyzed were taken from 105 medical records from a preterm infant follow-up clinic at an urban academic medical center in south Taiwan. Using multiple regression analyses, we found that the development of postural control is related to the development of fine motor skills, especially in the group of preterm infants with delayed postural control. This finding supports the theoretical assumption of proximal–distal development used by many occupational therapists to guide intervention. Further research is suggested to corroborate findings. Permalink : ./index.php?lvl=notice_display&id=14217 [article] Relationship between postural control and fine motor skills in preterm infants at 6 and 12 months adjusted age [texte imprimé] / Tien-Ni WANG ; et al. ; Jim Hinojosa ; Tsu-Hsin Howe . - 2011 . - p. 695-701. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 695-701 Mots-clés : Développement  Nourrisson  Equilibration  Motricité Résumé : We examined the relationship between postural control and fine motor skills of preterm infants at 6 and 12 mo adjusted age. The Alberta Infant Motor Scale was used to measure postural control, and the Peabody Developmental Motor Scales II was used to measure fine motor skills. The data analyzed were taken from 105 medical records from a preterm infant follow-up clinic at an urban academic medical center in south Taiwan. Using multiple regression analyses, we found that the development of postural control is related to the development of fine motor skills, especially in the group of preterm infants with delayed postural control. This finding supports the theoretical assumption of proximal–distal development used by many occupational therapists to guide intervention. Further research is suggested to corroborate findings. Permalink : ./index.php?lvl=notice_display&id=14217

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Systematic review of interventions used in or relevant to occupational therapy for children with feeding difficulties ages birth-5 years / Tsu-Hsin Howe in American Journal of Occupational Therapy, Vol. 67/4 (juillet-aout 2013)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 67/4 (juillet-aout 2013) . - p. 405-412 Titre : Systematic review of interventions used in or relevant to occupational therapy for children with feeding difficulties ages birth-5 years Type de document : texte imprimé Auteurs : Tsu-Hsin Howe ; Tien-Ni WANG Année de publication : 2013 Article en page(s) : p. 405-412 Langues : Anglais (eng) Mots-clés : Enfant  Pédiatrie  Comportement alimentaire  Ergothérapie Résumé : Research articles on the effectiveness of feeding interventions for infants and young children were identified, appraised, and synthesized. Thirty-four studies met the inclusion criteria and were reviewed. Three broad intervention themes regarding feeding approaches were identified on the basis of their theoretical orientations. These three feeding approaches were (1) behavioral interventions, (2) parent-directed and educational interventions, and (3) physiological interventions. Synthesis of the evidence suggested that various feeding approaches may result in positive outcomes in the areas of feeding performance, feeding interaction, and feeding competence of parents and children. This synthesis of empirical evidence supporting interventions for feeding problems provides a foundation for future research to define the types of outcomes that can be expected for children with different diagnoses or functional impairments and to develop best practice guidelines. Permalink : ./index.php?lvl=notice_display&id=14240 [article] Systematic review of interventions used in or relevant to occupational therapy for children with feeding difficulties ages birth-5 years [texte imprimé] / Tsu-Hsin Howe ; Tien-Ni WANG . - 2013 . - p. 405-412. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 67/4 (juillet-aout 2013) . - p. 405-412 Mots-clés : Enfant  Pédiatrie  Comportement alimentaire  Ergothérapie Résumé : Research articles on the effectiveness of feeding interventions for infants and young children were identified, appraised, and synthesized. Thirty-four studies met the inclusion criteria and were reviewed. Three broad intervention themes regarding feeding approaches were identified on the basis of their theoretical orientations. These three feeding approaches were (1) behavioral interventions, (2) parent-directed and educational interventions, and (3) physiological interventions. Synthesis of the evidence suggested that various feeding approaches may result in positive outcomes in the areas of feeding performance, feeding interaction, and feeding competence of parents and children. This synthesis of empirical evidence supporting interventions for feeding problems provides a foundation for future research to define the types of outcomes that can be expected for children with different diagnoses or functional impairments and to develop best practice guidelines. Permalink : ./index.php?lvl=notice_display&id=14240

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