616
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications

ORCID Icon, , , , &
Pages 1537-1563 | Received 22 Apr 2022, Accepted 15 Aug 2022, Published online: 25 Aug 2022

REFERENCES

  • Adams, I. L., Lust, J. M., Wilson, P. H., & Steenbergen, B. (2014). Compromised motor control in children with DCD: A deficit in the internal model? - A systematic review. Neuroscience & Biobehavioral Reviews, 47, 225–244. https://doi.org/10.1016/j.neubiorev.2014.08.011
  • Adi-Japha, E., Landau, Y. E., Frenkel, L., Teicher, M., Gross-Tsur, V., & Shalev, R. S. (2007). ADHD and dysgraphia: Underlying mechanisms. Cortex, 43(6), 700–709. https://doi.org/10.1016/S0010-9452(08)70499-4
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Anderson, L., Wilson, J., & Williams, G. (2017). Cognitive orientation to daily occupational performance (CO-OP) as group therapy for children living with motor coordination difficulties: An integrated literature review. Australian Occupational Therapy Journal, 64(2), 170–184. https://doi.org/10.1111/1440-1630.12333
  • Arnau, J., & Bono, R. (2003). Autocorrelation problems in short time series. Psychological Reports, 92(2), 355–364. https://doi.org/10.2466/pr0.2003.92.2.355
  • Banaschewski, T., Coghill, D., & Zuddas, A. (2018). Oxford textbook of attention deficit hyperactivity disorder. University Press.
  • Bara, F., & Gentaz, E. (2011). Haptics in teaching handwriting: The role of perceptual and visuo-motor skills. Human Movement Science, 30(4), 745–759. https://doi.org/10.1016/j.humov.2010.05.015
  • Bartoň, M., Fňašková M., Rektorová I., Mikl M., Mareček R., Rapcsak S. Z., Rektor I. (2020). The role of the striatum in visuomotor integration during handwriting: An fMRI study. Journal of Neural Transmission, 127(3), 331–337. https://doi.org/10.1007/s00702-019-02131-8
  • Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434–449. https://doi.org/10.1177/0022219415617167
  • Biotteau, M., Danna, J., Baudou, E., Puyjarinet, F., Velay, J.-L., Albaret, J.-M., Chaix, Y. (2019). Developmental coordination disorder and dysgraphia: Signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric Disease and Treatment, 15, 1873–1885. https://doi.org/10.2147/NDT.S120514
  • Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., Rosenblum, S., Smits-Engelsman, B., Sugden, D., Wilson, P., Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242–285. https://doi.org/10.1111/dmcn.14132
  • Bluschke, A., Zink, N., Mückschel, M., Roessner, V., & Beste, C. (2021). A novel approach to intra-individual performance variability in ADHD. European Child & Adolescent Psychiatry, 30(5), 733–745. https://doi.org/10.1007/s00787-020-01555-y
  • Borella, E., Chicherio, C., Re, A. M., Sensini, V., & Cornoldi, C. (2011). Increased intraindividual variability is a marker of ADHD but also of dyslexia: A study on handwriting. Brain and Cognition, 77(1), 33–39. https://doi.org/10.1016/j.bandc.2011.06.005
  • Brossard-Racine, M., Majnemer, A., Shevell, M., & Snider, L. (2008). Handwriting performance in children with attention deficit hyperactivity disorder (ADHD). Journal of Child Neurology, 23(4), 399–406. https://doi.org/10.1177/0883073807309244
  • Brossard-Racine, M., Shevell, M., Snider, L., Belanger, S. A., Julien, M., & Majnemer, A. (2015). Persistent handwriting difficulties in children with ADHD after treatment with stimulant medication. Journal of Attention Disorders, 19(7), 620–629. https://doi.org/10.1177/1087054712461936
  • Brossard-Racine, M., Shevell, M., Snider, L., Bélanger, S. A., & Majnemer, A. (2012). Motor skills of children newly diagnosed with attention deficit hyperactivity disorder prior to and following treatment with stimulant medication. Research in Developmental Disabilities, 33(6), 2080–2087. https://doi.org/10.1016/j.ridd.2012.06.003
  • Cairncross, M., & Miller, C. J. (2020). The effectiveness of mindfulness-based therapies for ADHD: A meta-analytic review. Journal of Attention Disorders, 24(5), 627–643. https://doi.org/10.1177/1087054715625301
  • Capodieci, A., Lachina, S., & Cornoldi, C. (2018). Handwriting difficulties in children with attention deficit hyperactivity disorder (ADHD). Research in Developmental Disabilities, 74, 41–49. https://doi.org/10.1016/j.ridd.2018.01.003
  • Charles, M., Soppelsa, R., & Albaret, J.-M. (2003). BHK-Echelle d’évaluation rapide de l’écriture de l’enfant. Editions du Centre de Psychologie Appliquée.
  • Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284
  • de Zeeuw, P., Aarnoudse-Moens, C., Bijlhout, J., König, C., Uiterweer, A. P., Papanikolau, A., Hoogenraad, C., Imandt, L., Been, D. De, Sergeant, J. A., Oosterlaan, J. (2008). Inhibitory performance, response speed, intraindividual variability, and response accuracy in ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 47(7), 808–816. https://doi.org/10.1097/CHI.0b013e318172eee9
  • Diamond, A. (2020). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. Novick, M. Bunting, M. Dougherty & R. Engle (Eds.), Cognitive and working memory training (pp. 143–431). New York, NY: Oxford University Press.
  • Doyon, J., Bellec, P., Amsel, R., Penhune, V., Monchi, O., Carrier, J., Lehéricy, S., Benali, H. (2009). Contributions of the basal ganglia and functionally related brain structures to motor learning. Behavioural Brain Research, 199(1), 61–75. https://doi.org/10.1016/j.bbr.2008.11.012
  • Eaves, D. L., Riach, M., Holmes, P. S., & Wright, D. J. (2016). Motor imagery during action observation: A brief review of evidence, theory and future research opportunities. Frontiers in Neuroscience, 10, 514. https://doi.org/10.3389/fnins.2016.00514
  • Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia. American Journal of Occupational Therapy, 63(2), 182–192. https://doi.org/10.5014/ajot.63.2.182
  • Essau, C. A., Olaya, B., Anastassiou-Hadjicharalambous, X., Pauli, G., Gilvarry, C., Bray, D., O'callaghan, J., Ollendick, T. H. (2012). Psychometric properties of the strength and difficulties questionnaire from five European countries. International Journal of Methods in Psychiatric Research, 21(3), 232–245. https://doi.org/10.1002/mpr.1364
  • Fancher, L. A., Priestley-Hopkins, D. A., & Jeffries, L. M. (2018). Handwriting acquisition and intervention: A systematic review. Journal of Occupational Therapy, Schools, & Early Intervention, 11(4), 454–473. https://doi.org/10.1080/19411243.2018.1534634
  • Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., Newcorn, J. H., Gignac, M., Al Saud, N. M., Manor, I., Ro789hde, L. A., Yang, L., Cortese, S., Almagor, D., Stein, M. A., Albatti, T. H., Aljoudi, H. F., Alqahtani, M. M.J., Asherson, P., … Wang, Y. (2021). The world federation of ADHD international consensus statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews, 128, 789–818. https://doi.org/10.1016/j.neubiorev.2021.01.022
  • Fournier, M., & Albaret, J.-M. (2013). Etalonnage des blocs de Corsi sur une population d’enfants scolarisés du CP à la 6ème. Développements, 3, 76–82.
  • Frings, M., Gaertner, K., Buderath, P., Christiansen, H., Gerwig, M., Hein-Kropp, C., Schoch, B., Hebebrand, J., Timmann, D. (2010). Megalographia in children with cerebellar lesions and in children with attention-deficit/hyperactivity disorder. The Cerebellum, 9(3), 429–432. https://doi.org/10.1007/s12311-010-0180-y
  • Gargot, T., Asselborn, T., Pellerin, H., Zammouri, I., Anzalone, S. M., Casteran, L., Johal, W., Dillenbourg, P., Cohen, D., Jolly, C. (2020). Acquisition of handwriting in children with and without dysgraphia: A computational approach. PLoS One, 15(9), e0237575. https://doi.org/10.1371/journal.pone.0237575
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235–238. https://doi.org/10.1076/chin.6.3.235.3152
  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
  • Graham, S., Fishman, E. J., Reid, R., & Hebert, M. (2016). Writing characteristics of students with attention deficit hyperactive disorder: A meta-analysis. Learning Disabilities Research & Practice, 31(2), 75–89. https://doi.org/10.1111/ldrp.12099
  • Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3–12. https://doi.org/10.1207/S15326985EP3501_2
  • Hadders-Algra, M. (2010). Variation and variability: Key words in human motor development. Physical Therapy, 90(12), 1823–1837. https://doi.org/10.2522/ptj.20100006
  • Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement assessment battery for children (2nd ed). Harcourt Assessment.
  • Hoy, M. M., Egan, M. Y., & Feder, K. P. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78(1), 13–25. https://doi.org/10.2182/cjot.2011.78.1.3
  • Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59(1), 12–19. https://doi.org/10.1037/0022-006X.59.1.12
  • Jameel, H. T., & Nabeel, T. (2017). Effect of visual motor integration training on legibility of urdu handwriting. Pakistan Journal of Education, 34(1), 81–94. https://doi.org/10.30971/pje.v34i1.192
  • Johnson, B. P., Papadopoulos, N., Fielding, J., Tonge, B., Phillips, J. G., & Rinehart, N. J. (2013). A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder. Research in Autism Spectrum Disorders, 7(12), 1638–1646. https://doi.org/10.1016/j.rasd.2013.09.008
  • Jongmans, M. J., Linthorst-Bakker, E., Westenberg, Y., & Smits-Engelsman, B. C. (2003). Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed. Human Movement Science, 22(4-5), 549–566. https://doi.org/10.1016/j.humov.2003.09.009
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
  • Korkman, M., Kirk, U., & Kemp, S. (2012). NEPSY II – Bilan neuropsychologique de l’enfant (2ème éd.). Editions du Centre de Psychologie Appliquée.
  • Krasny-Pacini, A., Evans, J., Sohlberg, M., & Chevignard, M. (2016). Proposed criteria for appraising goal attainment scales used as outcome measures in rehabilitation research. Archives of Physical Medicine and Rehabilitation, 97(1), 157–170. https://doi.org/10.1016/j.apmr.2015.08.424
  • Langmaid, R. A., Papadopoulos, N., Johnson, B. P., Phillips, J. G., & Rinehart, N. J. (2014). Handwriting in children with ADHD. Journal of Attention Disorders, 18(6), 504–510. https://doi.org/10.1177/1087054711434154
  • Laniel, P., Faci, N., Plamondon, R., Beauchamp, M. H., & Gauthier, B. (2020). Kinematic analysis of fast pen strokes in children with ADHD. Applied Neuropsychology: Child, 9(2), 125–140. https://doi.org/10.1080/21622965.2018.1550402
  • Maggin, D. M., Cook, B. G., & Cook, L. (2018). Using single-case research designs to examine the effects of interventions in special education. Learning Disabilities Research & Practice, 33(4), 182–191. https://doi.org/10.1111/ldrp.12184
  • Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. H. (2001). The differential assessment of children's attention: The test of everyday attention for children (TEA-Ch), normative sample and ADHD performance. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(8), 1065–1081. https://doi.org/10.1111/1469-7610.00806
  • Manolov, R., & Vannest, K. (2019). A visual aid and objective rule encompassing the data features of visual analysis. Behavior Modification. https://doi.org/10.1177/0145445519854323
  • Marquet-Doléac, J., Soppelsa, R., & Albaret, J.-M. (2016). Batterie d’évaluation du mouvement chez l’enfant – 2ème ed. (MABC-2) – adaptation française. Editions du Centre de Psychologie Appliquée.
  • Mayer, R. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
  • Modesto-Lowe, V., Chaplin, M., Soovajian, V., & Meyer, A. (2013). Are motivation deficits underestimated in patients with ADHD? A review of the literature. Postgraduate Medicine, 125(4), 47–52. https://doi.org/10.3810/pgm.2013.07.2677
  • Molitor, S. J., Langberg, J. M., Bourchtein, E., Eddy, L. D., Dvorsky, M. R., & Evans, S. W. (2016). Writing abilities longitudinally predict academic outcomes of adolescents with ADHD. School Psychology Quarterly, 31(3), 393–404. https://doi.org/10.1037/spq0000143
  • Nielsen, S. K., Kelsch, K., & Miller, K. (2017). Occupational therapy interventions for children with attention deficit hyperactivity disorder: A systematic review. Occupational Therapy in Mental Health, 33(1), 70–80. https://doi.org/10.1080/0164212X.2016.1211060
  • Noda, W. (2013). Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in Japanese second grade students, 34, 2909–2916.
  • Palmis, S., Velay, J.-L., Habib, M. Anton, J.-L., Nazarian, B., Sein, J., Longcamp, M. (2021). The handwriting brain in middle childhood. Developmental Science, 24(2), e13046. https://doi.org/10.1111/desc.13046
  • Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: An updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2), 434–442. https://doi.org/10.1093/ije/dyt261
  • Puyjarinet, F., Soppelsa, R., & Connan, J.-F. (2020). Le test d’imagerie motrice implicite (TIMI-1): Standardisation et étalonnage chez des enfants de 7 à 11 ans. Approche Neuropsychologique des Apprentissages Chez L’Enfant, 167, 480–494.
  • Raggio, D. J. (1999). Visuomotor perception in children with attention deficit hyperactivity disorder-combined type. Perceptual and Motor Skills, 88(2), 448–450. https://doi.org/10.2466/pms.1999.88.2.448
  • Ray-Kaeser, S., Thommen, E., Martini, R., Jover, M., Gurtner, B., & Bertrand, A. M. (2019). Psychometric assessment of the French European developmental coordination disorder questionnaire (DCDQ-FE). Plos one, 14(5), e0217280. https://doi.org/10.1371/journal.pone.0217280
  • Re, A. M., & Cornoldi, C. (2015). Spelling errors in text copying by children with dyslexia and ADHD symptoms. Journal of Learning Disabilities, 48(1), 73–82. https://doi.org/10.1177/0022219413491287
  • Resta, S. P., & Eliot, J. (1994). Written expression in boys with attention deficit disorder. Perceptual and Motor Skills, 79(3), 1131–1138. https://doi.org/10.2466/pms.1994.79.3.1131
  • Richards, T.L., Grabowski, T.J., Boord, P., Yagle, K., Askren, M., Mestre, Z., Robinson, P., Welker, O., Gulliford, D., Nagy, W., Berninger, V. (2015). Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI–fMRI connectivity correlations in children with and without dysgraphia or dyslexia. NeuroImage: Clinical, 8, 408–421. https://doi.org/10.1016/j.nicl.2015.03.018
  • Rosch, K. S., Dirlikov, B., & Mostofsky, S. H. (2013). Increased intrasubject variability in boys with ADHD across tests of motor and cognitive control. Journal of Abnormal Child Psychology, 41(3), 485–495. https://doi.org/10.1007/s10802-012-9690-z
  • Saleem, G. T., & Gillen, G. (2019). Mental practice combined with repetitive task practice to rehabilitate handwriting in children. Canadian Journal of Occupational Therapy, 86(1), 19–29. https://doi.org/10.1177/0008417418824871
  • Sandler, A. D., Watson, T. E., Footo, M., Levine, M. D., Coleman, W. L., & Hooper, S. R. (1992). Neurodevelopmental study of writing disorders in middle childhood. Journal of Developmental and Behavioral Pediatrics, 13(1), 17–23. https://doi.org/10.1097/00004703-199202000-00005
  • Scammell, E. M., Bates, S. V., Houldin, A., & Polatajko, H. J. (2016). The cognitive orientation to daily occupational performance (CO-OP): A scoping review: L’approche CO-OP (cognitive orientation to daily occupational performance): examen de la portée. Canadian Journal of Occupational Therapy, 83(4), 216–225. https://doi.org/10.1177/0008417416651277
  • Sen, P K. (1968). Estimates of the regression coefficient based on Kendall’s Tau. Journal of the American Statistical Association, 63, 1379–1389.
  • Shen, I. H., Lee, T. Y., & Chen, C. L. (2012). Handwriting performance and underlying factors in children with attention deficit hyperactivity disorder. Research in Developmental Disabilities, 33(4), 1301–1309. https://doi.org/10.1016/j.ridd.2012.02.010
  • Smits-Engelsman, B., Vincon, S., Blank, R., Quadrado, V. H., Polatajko, H., & Wilson, P. H. (2018). Evaluating the evidence for motor-based interventions in developmental coordination disorder: A systematic review and meta-analysis. Research in Developmental Disabilities, 74, 72–102. https://doi.org/10.1016/j.ridd.2018.01.002
  • Tamm, L., Narad, M. E., Antonini, T. N., O’Brien, K. M., Hawk, L. W., & Epstein, J. N. (2012). Reaction time variability in ADHD: A review. Neurotherapeutics, 9(3), 500–508. https://doi.org/10.1007/s13311-012-0138-5
  • Tarlow, K. (2017). An improved rank correlation effect size statistic for single-case designs: Baseline corrected Tau. Behavior Modification, 41(4), 427–467. https://doi.org/10.1177/0145445516676750
  • Tate, R. L., & Perdices, M. (2019). Single-case experimental designs for clinical research and neurorehabilitation settings. Routledge.
  • Tate, R. L., Perdices, M., Rosenkoetter, U., Shadish, W., Vohra, S., Barlow, D. H., Horner, R., Kazdin, A., Kratochwill, T., McDonald, S., Sampson, M., Shamseer, L., Togher, L., Albin, R., Backman, C., Douglas, J., Evans, J. J., Gast, D., Manolov, R., Mitchell, G., … Wilson, B. (2016). The single-case reporting guideline In BEhavioural interventions (SCRIBE) 2016 statement. Archives of Scientific Psychology, 4(1), 1–9. https://doi.org/10.1037/arc0000026
  • Tate, R. L., Perdices, M., Rosenkoetter, U., Wakim, D., Godbee, K., Togher, L., McDonald, S. (2013). Revision of a method quality rating scale for single-case experimental designs and n-of-1 trials: The 15-item risk of bias in N-of-1 trials (RoBiNT) scale. Neuropsychological Rehabilitation, 23(5), 619–638. https://doi.org/10.1080/09602011.2013.824383
  • Tate, R. L., Rosenkoetter, U., Wakim, D., Sigmundsdottir, L., Doubleday, J., Togher, L., Perdices, M. (2015). The risk of bias in N-of-1 trials (RoBiNT) scale. An expanded manual for the critical appraisal of single-case reports. ISBN 978-0-9945369-0-7.
  • Vinter, A., & Chartrel, E. (2010). Effects of different types of learning on handwriting movements in young children. Learning and Instruction, 20(6), 476–486. https://doi.org/10.1016/j.learninstruc.2009.07.001
  • Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: A meta-analytic review. Neurotherapeutics, 9(3), 490–499. https://doi.org/10.1007/s13311-012-0135-8
  • World Health Organization. (2001). International classification of functioning, disability and health (ICF).
  • Zhang, J., Díaz-Román, A., & Cortese, S. (2018). Meditation-based therapies for attention-deficit/hyperactivity disorder in children, adolescents and adults: A systematic review and meta-analysis. Evidence-Based Mental Health, 21(3), 87–94. https://doi.org/10.1136/ebmental-2018-300015

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.