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6 résultat(s) recherche sur le mot-clé 'Handwriting'
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Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? / Beth A. PFEIFFER in American Journal of Occupational Therapy, Vol. 69/4 (Juillet-Août 2015)
[article]
Titre : Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? Type de document : texte imprimé Auteurs : Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur Année de publication : 2015 Article en page(s) : 6904350010p1-6904350010p7 Langues : Anglais (eng) Mots-clés : Handwriting visual motor coordination kindergartens measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7[article] Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? [texte imprimé] / Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur . - 2015 . - 6904350010p1-6904350010p7.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7
Mots-clés : Handwriting visual motor coordination kindergartens measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423 Exemplaires (1)
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Exclu du prêtGender Differences in Students' Self-Awareness of Their Handwriting Performance / Orit Lahav in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)
[article]
Titre : Gender Differences in Students' Self-Awareness of Their Handwriting Performance Type de document : texte imprimé Auteurs : Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur Année de publication : 2014 Article en page(s) : p.614-618 Langues : Anglais (eng) Mots-clés : Handwriting Adolescence Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance.
Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires.
Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance.
Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance.Permalink : ./index.php?lvl=notice_display&id=35915
in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618[article] Gender Differences in Students' Self-Awareness of Their Handwriting Performance [texte imprimé] / Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur . - 2014 . - p.614-618.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618
Mots-clés : Handwriting Adolescence Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance.
Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires.
Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance.
Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance.Permalink : ./index.php?lvl=notice_display&id=35915 Exemplaires (1)
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Exclu du prêtHand Strength, Handwriting, and Functional Skills in Children With Autism / Michele L. Alaniz in American Journal of Occupational Therapy, Vol. 69/4 (Juillet-Août 2015)
[article]
Titre : Hand Strength, Handwriting, and Functional Skills in Children With Autism Type de document : texte imprimé Auteurs : Michele L. Alaniz, Auteur ; Eleanor Galit, Auteur ; Corina Isabel Necesito, Auteur Année de publication : 2015 Article en page(s) : 6904220030p1-6904220030p9 Langues : Anglais (eng) Mots-clés : Autistic disorder child child development grip strength hand strength handwriting trend Résumé : OBJECTIVE. To establish hand strength development trends in children with autism and to investigate correlations between grip and pinch strength, components of handwriting, and functional activities in children with and without autism.
METHOD. Fifty-one children were divided into two groups: typically developing children and children on the autism spectrum. Each child completed testing for pinch and grip strength, handwriting legibility, pencil control, and independence in functional activities.
RESULTS. The children with autism followed the same strength development trends as the typically developing children. Grip strength correlated with pencil control in both groups and with handwriting legibility in the typically developing children but not in the children with autism. Grip and pinch strength correlated with independence with functional activities in both groups.
CONCLUSION. This study provides evidence that grip and pinch strength are important components in developing pencil control, handwriting legibility, and independence with functional fine motor tasks.Permalink : ./index.php?lvl=notice_display&id=40417
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904220030p1-6904220030p9[article] Hand Strength, Handwriting, and Functional Skills in Children With Autism [texte imprimé] / Michele L. Alaniz, Auteur ; Eleanor Galit, Auteur ; Corina Isabel Necesito, Auteur . - 2015 . - 6904220030p1-6904220030p9.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904220030p1-6904220030p9
Mots-clés : Autistic disorder child child development grip strength hand strength handwriting trend Résumé : OBJECTIVE. To establish hand strength development trends in children with autism and to investigate correlations between grip and pinch strength, components of handwriting, and functional activities in children with and without autism.
METHOD. Fifty-one children were divided into two groups: typically developing children and children on the autism spectrum. Each child completed testing for pinch and grip strength, handwriting legibility, pencil control, and independence in functional activities.
RESULTS. The children with autism followed the same strength development trends as the typically developing children. Grip strength correlated with pencil control in both groups and with handwriting legibility in the typically developing children but not in the children with autism. Grip and pinch strength correlated with independence with functional activities in both groups.
CONCLUSION. This study provides evidence that grip and pinch strength are important components in developing pencil control, handwriting legibility, and independence with functional fine motor tasks.Permalink : ./index.php?lvl=notice_display&id=40417 Exemplaires (1)
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Exclu du prêtPredicting Handwriting Legibility in Taiwanese Elementary School Children / Tzu-I Lee in American Journal of Occupational Therapy, Vol. 70/6 (Novembre-décembre 2016)
[article]
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
in American Journal of Occupational Therapy > Vol. 70/6 (Novembre-décembre 2016) . - p. 7006220020p1-7006220020p9[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 Exemplaires (1)
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Exclu du prêtA reflective case review: Relearning handwriting after a traumatic brain injury / Alison Titchener in The British Journal of Occupational Therapy, Vol.81 Issue 5 (Mai 2018)
[article]
Titre : A reflective case review: Relearning handwriting after a traumatic brain injury Type de document : texte imprimé Auteurs : Alison Titchener ; Carolyn Dunford ; Lorna Wales Année de publication : 2018 Article en page(s) : p. 290-293 Langues : Anglais (eng) Mots-clés : Handwriting traumatic brain injury children neuro-rehabilitation Résumé : Statement of context
A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored.
Critical reflection on practice
Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services.
Implications for practice
Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual.Permalink : ./index.php?lvl=notice_display&id=80083
in The British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 290-293[article] A reflective case review: Relearning handwriting after a traumatic brain injury [texte imprimé] / Alison Titchener ; Carolyn Dunford ; Lorna Wales . - 2018 . - p. 290-293.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 290-293
Mots-clés : Handwriting traumatic brain injury children neuro-rehabilitation Résumé : Statement of context
A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored.
Critical reflection on practice
Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services.
Implications for practice
Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual.Permalink : ./index.php?lvl=notice_display&id=80083 Exemplaires (1)
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Exclu du prêtÉvaluation de la lisibilité et de la fluidité de l’écriture manuelle d’élèves franco-québécois de 1re et 2e année du primaire / Mélissa Coallier in Revue Francophone de Recherche en Ergothérapie [périodique éléctronique], Vol.8, n°2 (21/12/2022)
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