An examination of writing pauses in handwriting of children with developmental coordination disorder - 0 views

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  #1 beihlt on 08 Nov 15

   

  Prunty, Barnett, Wilmut, and Plumb (2014) conducted a research study that examined handwriting pauses in children diagnosed with Developmental Coordination Disorder (DCD). They explained that problems with handwriting was the main reason for children to be referred to a healthcare professional for evaluation and treatment (Prunty et al., 2014). Their research revealed that children diagnosed with DCD actually produced less text and paused 60% more than their typically developing peers during free-writing tasks (Prunty et al., 2014). In fact, there has been little knowledge in the characterization of these pauses and this study was produced to determine these categorizations among children with and without DCD (Prunty et al., 2014). They used 28 children with DCD and 28 children without DCD and had them complete a writing task from the Detailed Assessment of Speed of Handwriting (DASH) (Prunty et al., 2014). They used four pause time-frames (250ms to 2 s, 2-4 s, 4-10 s, and > 10 s) and found that children with DCD had more pauses above 10 seconds versus the typical children (Prunty et al., 2014). In addition, they determined that the DCD group had less automaticity with handwriting, and this supports the need for addition time with written examinations for these children (Prunty et al., 2014). More importantly, early intervention for children diagnosed with DCD should be provided for the development of efficient handwriting skills (Prunty et al., 2014).

   

  <div class="cArrow"> </div><div class="cContentInner">Prunty, Barnett, Wilmut, and Plumb (2014) conducted a research study that examined handwriting pauses in children diagnosed with Developmental Coordination Disorder (DCD). They explained that problems with handwriting was the main reason for children to be referred to a healthcare professional for evaluation and treatment (Prunty et al., 2014). Their research revealed that children diagnosed with DCD actually produced less text and paused 60% more than their typically developing peers during free-writing tasks (Prunty et al., 2014). In fact, there has been little knowledge in the characterization of these pauses and this study was produced to determine these categorizations among children with and without DCD (Prunty et al., 2014). They used 28 children with DCD and 28 children without DCD and had them complete a writing task from the Detailed Assessment of Speed of Handwriting (DASH) (Prunty et al., 2014). They used four pause time-frames (250ms to 2 s, 2-4 s, 4-10 s, and > 10 s) and found that children with DCD had more pauses above 10 seconds versus the typical children (Prunty et al., 2014). In addition, they determined that the DCD group had less automaticity with handwriting, and this supports the need for addition time with written examinations for these children (Prunty et al., 2014). More importantly, early intervention for children diagnosed with DCD should be provided for the development of efficient handwriting skills (Prunty et al., 2014).</div>

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