Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire / Mélanie Couture in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 269-280 Titre : Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire Type de document : texte imprimé Auteurs : Mélanie Couture ; Marie-France Morin ; Mélissa Coallier ; [et al...] Année de publication : 2016 Article en page(s) : p. 269-280 Langues : Français (fre) Mots-clés : ergothérapie  enfant  évaluation  écriture manuelle Résumé : Background. Reasons for referring school-age children to occupational therapy mainly relate to handwriting problems. However, there are no validated tools or reference values for assessing handwriting in francophone children in Canada. Purpose. This study aimed to adapt and validate the writing tasks described in an English Canadian handwriting assessment protocol and to develop reference values for handwriting speed for francophone children. Method. Three writing tasks from the Handwriting Assessment Protocol–2nd Edition (near-point and far-point copying and dictation) were adapted for Québec French children and administered to 141 Grade 1 (n = 73) and Grade 2 (n = 68) students. Findings. Reference values for handwriting speed were obtained for near point and far point copying tasks. Implications. This adapted protocol and these reference values for speed will improve occupational therapy handwriting assessments for the target population. Permalink : ./index.php?lvl=notice_display&id=47796 [article] Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire [texte imprimé] / Mélanie Couture ; Marie-France Morin ; Mélissa Coallier ; [et al...] . - 2016 . - p. 269-280. Langues : Français (fre) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 269-280 Mots-clés : ergothérapie  enfant  évaluation  écriture manuelle Résumé : Background. Reasons for referring school-age children to occupational therapy mainly relate to handwriting problems. However, there are no validated tools or reference values for assessing handwriting in francophone children in Canada. Purpose. This study aimed to adapt and validate the writing tasks described in an English Canadian handwriting assessment protocol and to develop reference values for handwriting speed for francophone children. Method. Three writing tasks from the Handwriting Assessment Protocol–2nd Edition (near-point and far-point copying and dictation) were adapted for Québec French children and administered to 141 Grade 1 (n = 73) and Grade 2 (n = 68) students. Findings. Reference values for handwriting speed were obtained for near point and far point copying tasks. Implications. This adapted protocol and these reference values for speed will improve occupational therapy handwriting assessments for the target population. Permalink : ./index.php?lvl=notice_display&id=47796

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