Journal articles on the topic 'Graphomotor learning'
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1
Kožík Lehotayová, Blanka. "Aspekty alternatívnej pedagogiky v podpore grafomotoriky." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 21, no. 4 (2022): 76–81. http://dx.doi.org/10.54937/ssf.2022.21.4.76-81.
Abstract:
Children suffering with graphomotor skills which may be related to specific learning disabilities are identified in the first year of primary school. Learning disabilities are linked to developmental changes, but also to changes induced by targeted support and intervention. For this reason, it is required of the teacher to provide adequate support to eliminate problems in graphomotor skills in case of identifying the child's difficulties. The application of support activities can be included in both pre-school and primary education levels. Various development and stimulational programs might be an inspiration, as well as support techniques including montessori and waldorf pedagogy. The contribution is a partial output of the Kega project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.
2
Swett, Bruce A., Jose L. Contreras-Vidal, Rasmus Birn, and Allen Braun. "Neural Substrates of Graphomotor Sequence Learning: A Combined fMRI and Kinematic Study." Journal of Neurophysiology 103, no. 6 (June 2010): 3366–77. http://dx.doi.org/10.1152/jn.00449.2009.
Abstract:
The goal of this study was to characterize the dynamics and functional connectivity of brain networks associated with fast (short-term) learning of handwriting using functional magnetic resonance imaging. Participants ( n = 12) performed a graphomotor sequence learning task (naïve subjects learning to draw simple, 3-stroke Chinese word characters), which focused the learning process on the kinematic aspects of sequence learning instead of on the production of the line segments. Learning of the graphomotor sequence was demonstrated by a progressive improvement in movement smoothness as assessed by normalized jerk scores. Examination of the patterns of regional neural activity and functional connectivity during sequence learning demonstrated that cortical regions, which may support visuomotor mapping components of the task, were active prior to subcortical areas that may play a role in encoding and refining the novel sequences. Importantly, differences in the time course of recruitment of basal ganglia and cerebellar networks suggest distinct but integrated roles in the encoding and refining of the handwritten sequences. This implies multiple kinematic representations of graphomotor trajectories may be encoded at various spatiotemporal scales.
3
Domagała, Aneta, and Urszula Mirecka. "Trudności grafomotoryczne ucznia wyzwaniem dla nauczycieli języka obcego." Neofilolog, no. 36 (June 15, 2011): 229–41. http://dx.doi.org/10.14746/n.2011.36.16.
Abstract:
The paper presents the results of studies on graphomotor skills and indi-cates the phenomena that may adversely affect the acquisition of know-ledge and school skills, including learning a foreign language. In the con-text of teaching foreign languages, graphomotor difficulties were related to the skill of writing and in particular to the graphic level of handwriting. Emphasis was also laid on graphic problems discovered in the course of qualitative analysis, which can be found also at the level of spelling, since their occurrence may especially hinder learning a new language.
4
Danna, Jérémy, Marieke Longcamp, Ladislas Nalborczyk, Jean-Luc Velay, Claire Commengé, and Marianne Jover. "Interaction between orthographic and graphomotor constraints in learning to write." Learning and Instruction 80 (August 2022): 101622. http://dx.doi.org/10.1016/j.learninstruc.2022.101622.
5
Duda, Thomas A., Joseph E. Casey, Amanda M. O'Brien, Natalie Frost, and Amanda M. Phillips. "Reduced graphomotor procedural learning in children and adolescents with ADHD." Human Movement Science 65 (June 2019): 60–70. http://dx.doi.org/10.1016/j.humov.2018.06.018.
6
Wójcik, Magdalena. "Graphomotor Skills of Students with Mild Intellectual Disability." Lubelski Rocznik Pedagogiczny 40, no. 3 (November 23, 2021): 157–77. http://dx.doi.org/10.17951/lrp.2021.40.3.157-177.
Abstract:
The development of graphomotor skills in children in primary school age is a difficult and long process, and its disturbance leads to serious problems not only with the process of writing but also disrupts the purely academical learning. For students with mild intellectual disability, writing is a more difficult challenge due to cognitive and perceptual- -motor limitations.
7
Kuzeva, O. V. "Features of Graphomotor Skills Development in Primary School Children." Psychological-Educational Studies 9, no. 2 (2017): 57–69. http://dx.doi.org/10.17759/psyedu.2017090206.
Abstract:
The results of the study of serial graphic skills and writing formation in elementary school children are represented in the article. Special characteristics of the development of these skills in 7 and 9 years old children in norm and with learning disabilities (LD) were found using computerized experimental methods and general neuropsychological diagnostics. Third-formers in norm achieve significant results in the development of graphomotor skills and writing while children with LD have difficulties in its automating. 1st grade students with LD show complex cognitive difficulties that influence the formation of graphomotor skills and handwriting, in the 3d grade tempo characteristics and quality of writing primarily suffer. The main reason of such dysfunction is the decrease of serial organization of movements, planning and control functions, as well as the deficit of neurodynamic components of activity.
8
Devillaine, Louis, Raphaël Lambert, Jérôme Boutet, Saifeddine Aloui, Vincent Brault, Caroline Jolly, and Etienne Labyt. "Analysis of Graphomotor Tests with Machine Learning Algorithms for an Early and Universal Pre-Diagnosis of Dysgraphia." Sensors 21, no. 21 (October 23, 2021): 7026. http://dx.doi.org/10.3390/s21217026.
Abstract:
Five to ten percent of school-aged children display dysgraphia, a neuro-motor disorder that causes difficulties in handwriting, which becomes a handicap in the daily life of these children. Yet, the diagnosis of dysgraphia remains tedious, subjective and dependent to the language besides stepping in late in the schooling. We propose a pre-diagnosis tool for dysgraphia using drawings called graphomotor tests. These tests are recorded using graphical tablets. We evaluate several machine-learning models and compare them to build this tool. A database comprising 305 children from the region of Grenoble, including 43 children with dysgraphia, has been established and diagnosed by specialists using the BHK test, which is the gold standard for the diagnosis of dysgraphia in France. We performed tests of classification by extracting, correcting and selecting features from the raw data collected with the tablets and achieved a maximum accuracy of 73% with cross-validation for three models. These promising results highlight the relevance of graphomotor tests to diagnose dysgraphia earlier and more broadly.
9
Garanty-Bogacka, B., W. Wieczorek, and M. Syrenicz. "Neurodevelopmental Dysfunction and Specific Learning Disabilities in School-Aged Twins." Acta geneticae medicae et gemellologiae: twin research 47, no. 3-4 (October 1998): 205–13. http://dx.doi.org/10.1017/s000156600000012x.
Abstract:
AbstractThe frequency of the developmental dysfunction and specific learning disabilities were assessed in the retrospective study in the group of 56 school-aged twins. The relationships between genetic, perinatal and social factors and learning disability were also determined. It was found that 12.5% of twins had learning disabilities. The most common neurodevelopmental dysfunction were language disorders, poor graphomotor fluency and poor fine motor dexterity. It was also found that educational difficulty were associated with prematurity, low Apgar scores, neonatal complications and familial predisposition.
10
Duda, Thomas A., Joseph E. Casey, and Nancy McNevin. "Development of graphomotor fluency in adults with ADHD: Evidence of attenuated procedural learning." Human Movement Science 44 (December 2015): 1–10. http://dx.doi.org/10.1016/j.humov.2015.08.006.
11
Fábry Lucká, Zuzana. "Podpora dieťaťa s osobitosťami v pohybovom prejave." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 2 (2023): 48–55. http://dx.doi.org/10.54937/ssf.2023.22.2.48-55.
Abstract:
The article discusses the issue of supporting a child with particularities in movement expression, which make it difficult for him to be included and to live in a kindergarten environment every day. It defines expression as a manifestation of internal and external factors in the context of sensory processing disorders in the child's preschool age. The contribution is a partial output of the KEGA project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.
12
Kožík Lehotayová, Blanka. "Experimentácia vo výučbe písania." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 4 (2023): 83–90. http://dx.doi.org/10.54937/ssf.2023.22.4.83-90.
Abstract:
The teacher applies didactic decisions related to several indicators in the teaching of writing. One of the justified indicators is the point of view of the selection and use of material aids in learning to write. The study presents the form of preparing students for writing using a template with shape elements. The research findings reflect the opinions of the teacher and students on the designed aid, which made it possible to apply the process of imitation, but especially experimentation, in graphic recording. The contribution is a partial output of the Kega project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.
13
Waber, Deborah P., and Jane H. Bernstein. "Repetitive graphomotor output in learning‐disabled and nonlearning‐disabled children: The repeated patterns test." Developmental Neuropsychology 10, no. 1 (January 1994): 51–65. http://dx.doi.org/10.1080/87565649409540566.
14
Zielińska, Maja. "Hand therapy as a holistic form of support for students with fine motor challenges." Special School LXXXI, no. 4 (October 31, 2020): 293–97. http://dx.doi.org/10.5604/01.3001.0014.4736.
Abstract:
Today’s students are increasingly manifesting dysfunctions in the area of fine motor skills. This entails many difficulties in daily life. Apart from problems relating to self-care activities, it also contributes to graphomotor challenges, including serious problems in learning to write. The article presents a model of hand therapy as a holistic form of support for students manifesting dysfunctions in the area of fine motor skills. It discusses an outline of hand therapy classes along with assessment and treatment measures. Finally, it presents a sample plan for working with students based on the specific nature of hand therapy classes.
15
Huau, Andréa, Jean-Luc Velay, and Marianne Jover. "Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter." Human Movement Science 42 (August 2015): 318–32. http://dx.doi.org/10.1016/j.humov.2015.03.008.
16
Correa, Denise, Adrian Koch, Raymond Baser, Elena Pentsova, Suzanne Wolden, Brandon Imber, Adrienne Boire, and Jonathan Yang. "SPCR-02 NEUROCOGNITIVE FUNCTION IN PATIENTS WITH LEPTOMENINGEAL METASTASIS TREATED WITH PROTON CRANIOSPINAL IRRADIATION." Neuro-Oncology Advances 4, Supplement_1 (August 1, 2022): i20. http://dx.doi.org/10.1093/noajnl/vdac078.077.
Abstract:
Abstract BACKGROUND Proton craniospinal irradiation (pCSI) as a potential treatment for patients with solid tumor leptomeningeal metastasis (LM) is being assessed in a phase II randomized study comparing it with photon involved-field radiotherapy (RT). We report the preliminary results of prospective neurocognitive function in a subset of patients treated with pCSI. METHODS Patients with LM and without evidence of CNS disease progression completed standardized neurocognitive tests of attention and working memory, executive function, and verbal memory at baseline (pre-pCSI), and 3 and 6 months post-pCSI. All patients received chemotherapy (baseline and follow up) and memantine (follow up). Means across the three timepoints were estimated for each neurocognitive test score using a linear mixed model (LMM) predicting the score by timepoint. Mean changes between pairs of timepoints were similarly estimated from the LMMs and tested for statistical significance using model-based contrasts. RESULTS Baseline, 3-month and 6-month neurocognitive data were available for 12, 11, and 8 patients, respectively. Linear mixed model analyses showed a significant decline in graphomotor speed (Trails A, p=0.03), verbal learning (HVLT-R Total Learning, p<0.001), and verbal recognition memory (HVLT-R Discrimination, p=0.03) from baseline to 3 months post-pCSI, with scores remaining stable at 6 months post-pCSI. There was a significant decline in timed set-shifting (Trails B, p=0.04) from baseline to 6 months post-pCSI. There were no significant changes in attention and working memory over the follow-up period. CONCLUSION Preliminary results in a subset of patients showed a decline in graphomotor speed and verbal memory at 3 months and executive function at 6 months post-pCSI, possibly related to the early adverse effects of RT. These results are overall consistent with findings in other populations treated with whole-brain RT. However, there was no change in attention and working memory and most cognitive domains remained stable at six months with pCSI.
17
Danna, Jérémy, Margaux Lê, Jessica Tallet, Jean-Michel Albaret, Yves Chaix, Stéphanie Ducrot, and Marianne Jover. "Motor Adaptation Deficits in Children with Developmental Coordination Disorder and/or Reading Disorder." Children 11, no. 4 (April 19, 2024): 491. http://dx.doi.org/10.3390/children11040491.
Abstract:
Procedural learning has been mainly tested through motor sequence learning tasks in children with neurodevelopmental disorders, especially with isolated Developmental Coordination Disorder (DCD) and Reading Disorder (RD). Studies on motor adaptation are scarcer and more controversial. This study aimed to compare the performance of children with isolated and associated DCD and RD in a graphomotor adaptation task. In total, 23 children with RD, 16 children with DCD, 19 children with DCD-RD, and 21 typically developing (TD) children wrote trigrams both in the conventional (from left to right) and opposite (from right to left) writing directions. The results show that movement speed and accuracy were more impacted by the adaptation condition (opposite writing direction) in children with neurodevelopmental disorders than TD children. Our results also reveal that children with RD have less difficulty adapting their movement than children with DCD. Children with DCD-RD had the most difficulty, and analysis of their performance suggests a cumulative effect of the two neurodevelopmental disorders in motor adaptation.
18
JOY, STEPHEN, DEBORAH FEIN, EDITH KAPLAN, and MORRIS FREEDMAN. "Speed and memory in WAIS–R–NI Digit Symbol performance among healthy older adults." Journal of the International Neuropsychological Society 6, no. 7 (November 2000): 770–80. http://dx.doi.org/10.1017/s1355617700677044.
Abstract:
Although roles have been proposed for both graphomotor speed and learning in the execution of Digit Symbol, few data have been available concerning performance across the adult lifespan on the Symbol Copy, paired associates, or free recall measures derived from Digit Symbol and recommended in the WAIS–R–NI. We report findings on 177 healthy older adults (ages 50–90), providing normative data by age group, education level, and gender. As previously reported, Digit Symbol scores decline steeply with age (r = −.64). Symbol Copy speed declines almost as steeply (r = −.58). Incidental learning, however, declines only modestly (r = −.26 on both measures). Symbol Copy is a far stronger correlate of Digit Symbol (r = .72) than are paired associates or free recall (r = .26 and r = .28, respectively). The 2 incidental learning measures do, however, offer valuable supplementary information as part of a comprehensive individual assessment. When low Digit Symbol scores are produced by slowing on Symbol Copy, further evaluation of perceptual and motor speed and dexterity are indicated. When low incidental learning scores are obtained, further evaluation of memory is warranted. Qualitative analysis of errors (e.g., rotations) made on the incidental learning procedures may also be valuable. (JINS, 2000, 6, 770–780.)
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Joy, Stephen, Deborah Fein, and Edith Kaplan. "Decoding Digit Symbol." Assessment 10, no. 1 (March 2003): 56–65. http://dx.doi.org/10.1177/0095399702250335.
Abstract:
The authors evaluated the relative contributions of speed, memory, and visual scanning to Digit Symbol score in a sample of young adults ( N = 87). Speed (Symbol Copy) explained 35% of Digit Symbol variance; only half of this was attributable to graphomotor speed (Name Printing), implying a role for perceptual speed. Visual-scanning tests (e.g., Symbol Scan) explained (on average) 34% of Digit Symbol variance, much of which was independent of perceptual-motor speed, establishing an important role for visual-scanning efficiency in Digit Symbol performance. By contrast, memory tests (on average) explained only 4% to 5% of Digit Symbol variance: statistically significant but clearly subsidiary, although a visual memory composite correlated more strongly with Digit Symbol. The Digit Symbol incidental learning procedures did, however, correlate moderately with other memory measures, suggesting that they are valid memory screening devices.
20
Drey, Tobias, Jessica Janek, Josef Lang, Dietmar Puschmann, Michael Rietzler, and Enrico Rukzio. "SpARklingPaper." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 6, no. 3 (September 6, 2022): 1–29. http://dx.doi.org/10.1145/3550337.
Abstract:
Educational apps support learning, but handwriting training is still based on analog pen- and paper. However, training handwriting with apps can negatively affect graphomotor handwriting skills due to the different haptic feedback of the tablet, stylus, or finger compared to pen and paper. With SpARklingPaper, we are the first to combine the genuine haptic feedback of analog pen and paper with the digital support of apps. Our artifact contribution enables children to write with any pen on a standard paper placed on a tablet's screen, augmenting the paper from below, showing animated letters and individual feedback. We conducted two online surveys with overall 29 parents and teachers of elementary school pupils and a user study with 13 children and 13 parents for evaluation. Our results show the importance of the genuine analog haptic feedback combined with the augmentation of SpARklingPaper. It was rated superior compared to our stylus baseline condition regarding pen-handling, writing training-success, motivation, and overall impression. SpARklingPaper can be a blueprint for high-fidelity haptic feedback handwriting training systems.
21
Kožík Lehotayová, Blanka. "The Teacher's Influence on the Writing Support of Beginning Schoolchildren." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 3 (2023): 57–65. http://dx.doi.org/10.54937/ssf.2023.22.3.57-65.
Abstract:
The research study is related to the period of initial writing in elementary school, which in the teaching of writing focuses on mastering the writing of graphic shapes, not written letters. This period is extremely important for the subsequent writing of complete graphemes, and thus also for the overall learning of the pupil. The research focuses on identifying the writing support of pupils after entering the first year of primary school, which is implemented by primary school teachers in Slovakia. In the study, we present selected research findings of quantitative research using a questionnaire in which 275 primary education teachers participated. The research findings present teachers' statements about supporting the student's writing based on knowledge of the current level of graphomotor development, which may or may not eliminate the student's writing difficulties. Based on this, the research findings initiated the need for a deeper investigation focusing on knowing and interpreting the relationships between the variables. Specific indicators on pedagogical decisions to support student writing identified by quantitative research create a range of topics for subsequent qualitative research.
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Kammerer, Mathias Konstantin, Ulrike Nowak, Tania M. Lincoln, and Katarina Krkovic. "Revisiting Cognitive Deficits in Outpatients with Psychotic Disorders: A Transdiagnostic Comparison of Cognitive Performance While Accounting for Putative Confounding Factors." Brain Sciences 14, no. 5 (April 29, 2024): 446. http://dx.doi.org/10.3390/brainsci14050446.
Abstract:
Recent research suggests that cognitive deficits in individuals with psychotic disorders could be overestimated because poor cognitive test performance is partly attributable to non-cognitive factors. To further test this, we included non-hospitalized individuals with psychotic disorders (PSY, n = 38), individuals with attenuated psychotic symptoms (n = 40), individuals with obsessive-compulsive disorders (n = 39), and healthy controls (n = 38). Relevant cognitive domains were assessed using the MATRICS Consensus Cognitive Battery. Putative confounding non-cognitive factors—heart rate, self-reported stress, negative affect, performance-related beliefs, and actigraphy-derived sleep—were assessed before cognitive testing. A multivariate analysis of covariance was calculated to examine group differences in cognitive performance while controlling for non-cognitive factors. PSY showed decreased test performance in graphomotor speed, attention, and verbal tasks compared to the other groups, whereas non-verbal/visual-spatial tasks were unimpaired. After accounting for non-cognitive factors, group differences diminished in verbal learning, whereas differences in the other domains remained significant. Against our hypotheses, the present findings indicate that some cognitive deficits in PSY cannot be attributed to momentary confounding factors.
23
Lopez, C., and L. Vaivre-Douret. "Effect of the vision suppression on the graphomotor gesture in school aged children typically developed and with handwriting disorders." European Psychiatry 65, S1 (June 2022): S751. http://dx.doi.org/10.1192/j.eurpsy.2022.1939.
Abstract:
Introduction The knowledge aboutthe integration of letter motor programs during learning to write support the idea of an interdependence of visual and kinesthetic controls to direct the strokes. Objectives The objective of our study is to analyze the effect of the vision suppression both on the postural-gestural organization and on the spatial/temporal/kinematic parameters in a prescriptural task. Methods 35 school aged children with handwriting disorders (HD group) aged 6-11 years and 35 matched typical children were included in the study. They performed a prescriptural task of copying a cycloid line of loops, carried out under two conditions, with open eyes versus closed eyes. Postural-gestural measures were recorded with two video cameras allowing 2D reconstruction of the gesture. Spatial/temporal/kinematic measures were recorded with a digital pen. Results The HD group showed a significantly poorer postural control and an improvement in the spatial/temporal/kinematic parameters of the loops when they closed their eyes compared to eyes open. In typical group, the postural-gestural organization became significantly more mature but with no significant influence on the spatial/temporal/kinematic parameters of the loops. Conclusions HDs could be partly explained by a deficit in the processing of proprioceptive/kinesthetic feedback and a disruptive effect of the visual control on the quality of the prescriptural drawings. The ability to direct the strokes would remain dependent on sensory feedbacks, themselves insufficiently efficient, which would lead to difficulties in reaching a proactive control of handwriting. These results should be able to enhance clinical practices and to contribute to clinical decision making processes for handwriting disorders remediation. Disclosure No significant relationships.
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Del Pozzo, Jill, Erica F. Weiss, Diana Bronshteyn, David M. Masur, John J. McGinley, and Ronda F. Facchini. "A-41 Not Just a “Clumsy” Kid: A Case Study of Developmental Coordination Disorder." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1082. http://dx.doi.org/10.1093/arclin/acab062.59.
Abstract:
Abstract Objective Developmental Discoordination Disorder (DCD) is an often overlooked and seldom diagnosed neurodevelopmental condition marked by impairments in motor skills. Lacking identifiable medical or neurological etiology, children with DCD often have preserved intellectual abilities. Comorbidity is common, including ADHD and specific learning disability. Despite extensive evidence of significant impact on daily activities and academics due to differences in motor behaviors, DCD difficulties are regularly treated as behavioral problems. Method Neuropsychological evaluation of an 8-year-old boy with a possible reading delay and inability to perform some age-appropriate academic and self-care tasks. Results Average overall ability with very strong verbal performances; intact visual perceptual processing, memory, and non-written language. Academics are within expected range, although graphomotor weakness impacted academic performances on tasks with written demands. Patient appeared clumsy and awkward with low muscle tone, poor balance, and difficulty learning new motor skills. Impaired fine motor control, handwriting, gait, gross motor skills, motor planning, coordination, and oromotor weakness as well as inferior verbal language abilities were evident. Impulsivity, inattention, poor planning, and poor self-monitoring were also evident. Conclusions DCD is evidenced by impairment in fine and gross motor skills, oromotor skills, motor planning, energy, and coordination with clear discrepancy between motor abilities and abilities in other areas, specifically language. In our case, DCD features were overlooked despite wide ranging impact. ADHD and SLD with impairment in written expression were concurrent. This case highlights the need for greater appreciation of DCD so that children can benefit from early detection and intervention considering the life-long implications of the disorder.
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Danna, Jérémy, Frédéric Puyjarinet, and Caroline Jolly. "Tools and Methods for Diagnosing Developmental Dysgraphia in the Digital Age: A State of the Art." Children 10, no. 12 (December 14, 2023): 1925. http://dx.doi.org/10.3390/children10121925.
Abstract:
Handwriting is a complex perceptual motor task that requires years of training and practice before complete mastery. Its acquisition is crucial, since handwriting is the basis, together with reading, of the acquisition of higher-level skills such as spelling, grammar, syntax, and text composition. Despite the correct learning and practice of handwriting, some children never master this skill to a sufficient level. These handwriting deficits, referred to as developmental dysgraphia, can seriously impact the acquisition of other skills and thus the academic success of the child if they are not diagnosed and handled early. In this review, we present a non-exhaustive listing of the tools that are the most reported in the literature for the analysis of handwriting and the diagnosis of dysgraphia. A variety of tools focusing on either the final handwriting product or the handwriting process are described here. On one hand, paper-and-pen tools are widely used throughout the world to assess handwriting quality and/or speed, but no universal gold-standard diagnostic test exists. On the other hand, several very promising computerized tools for the diagnosis of dysgraphia have been developed in the last decade, but some improvements are required before they can be available to clinicians. Based on these observations, we will discuss the pros and cons of the existing tools and the perspectives related to the development of a universal, standardized test of dysgraphia combining both paper-and-pen and computerized approaches and including different graphomotor and writing tasks.
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Matusz, Emily F., Brandon E. Frank, Catherine Dion, Udell Holmes, Yonah Joffe, Sabyasachi Bandyopadhyay, Parisa Rashidi, Patrick Tighe, David J. Libon, and Catherine C. Price. "48 Educational Differences in Digital Clock Drawing for the Command Condition: A Bayesian Network Analysis." Journal of the International Neuropsychological Society 29, s1 (November 2023): 727–28. http://dx.doi.org/10.1017/s1355617723009062.
Abstract:
Objective:Research shows that highly educated individuals have at least 20 graphomotor features associated with clock drawing with hands set for '10 after 11' (Davoudi et al., 2021). Research has yet to understand clock drawing features in individuals with fewer years of education. In the current study, we compared older adults with < 8 years of education to those with > 9 years of education on number and pattern of graphomotor feature relationships in the clock drawing command condition.Participants and Methods:Participants age 65+ from the University of Florida (UF) and UF Health (N= 10,491) completed both command and copy conditions of the digital Clock Drawing Test (dCDT) as a part of a federally-funded investigation. Participants were categorized into two education groups: < 8 years of education (n= 304) and > 9 years of education (n= 10,187). Propensity score matching was then used to match participants from each subgroup (n= 266 for each subgroup) on the following demographic characteristics: age, sex, race, and ethnicity (n= 532, age= 74.99±6.21, education= 10.41±4.45, female= 42.7%, non-white= 32.0%). Network models were derived using Bayesian Structure Learning (BSL) with the hill-climbing algorithm to obtain optimal directed acyclic graphs (DAGs) from all possible solutions in each subgroup for the dCDT command condition.Results:Both education groups retained 13 of 91 possible edges (14.29%). For the < 8 years of education group (education= 6.65±1.74, ASA= 3.08±0.35), the network included 3 clock face (CF), 7 digit, and 3 hour hand (HH) and minute hand (MH) independent, or “parent,” features connected to the retained edges (BIC= -7395.24). In contrast, the > 9 years of education group (education= 14.17±2.88, ASA= 2.90±0.46) network retained 1 CF, 6 digit, 5 HH and MH, and 1 additional parent features representing the total number of pen strokes (BIC= -6689.92). Both groups showed that greater distance from the HH to the center of the clock also had greater distance from the MH to the center of the clock [ßz(< 8 years)= 0.73, ßz(> 9 years)= 0.76]. Groups were similar in the size of the digit height relative to the distance of the digits to the CF [ßz(< 8 years)= 0.27, ßz(> 9 years)= 0.56]. Larger HH angle was associated with larger MH angle across groups [ßz(< 8 years)= 0.28, ßz(> 9 years)= 0.23].Conclusions:Education groups differed in the ratio of dCDT parent feature types. Specifically, copy clock production in older adults with < 8 years of education relied more heavily on CF parent features. In contrast, older adults with > 9 years of education relied more heavily on HH and MH parent features. Individuals with < 8 years of education may more infrequently present the concept of time in the clock drawing command condition. This study highlights the importance of considering education level in interpreting dCDT scores and features.
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Al-Jarrah, Tamer Mohammad, Noraien Mansor, and Radzuwan Ab Rashid. "The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance." International Journal of English Linguistics 8, no. 6 (November 26, 2018): 328. http://dx.doi.org/10.5539/ijel.v8n6p328.
Abstract:
One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers’ and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners' writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group's writing performance. The findings of this study have implications for pedagogy as well as for future research.
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Matusz, Emily F., Brandon E. Frank, Catherine Dion, Udell Holmes, Yonah Joffe, Sabyasachi Bandyopadhyay, Parisa Rashidi, Patrick Tighe, David J. Libon, and Catherine C. Price. "49 Educational Differences in Digital Clock Drawing for the Copy Condition: A Bayesian Network Analysis." Journal of the International Neuropsychological Society 29, s1 (November 2023): 728. http://dx.doi.org/10.1017/s1355617723009074.
Abstract:
Objective:Research shows that highly educated individuals have at least 20 graphomotor features associated with clock drawing with hands set for '10 after 11' (Davoudi et al., 2021). Research has yet to understand clock drawing features in individuals with fewer years of education. In the current study, we compared older adults with < 8 years of education to those with > 9 years of education on number and pattern of graphomotor feature relationships in the clock drawing copy condition.Participants and Methods:Participants age 65+ from the University of Florida (UF) and UF Health (N= 10,491) completed command and copy digital Clock Drawing Tests (dCDT) as a part of a federally-funded investigation. Participants were categorized into two groups: < 8 years of education (n= 304) and > 9 years of education (n= 10,187). Propensity score matching was used to match participants from each subgroup (n= 266 for each subgroup) on the following: age, sex, race, and ethnicity (n= 532, age= 74.99±6.21, education= 10.41±4.45, female= 42.7%, non-white= 32.0%). Network models were derived using Bayesian Structure Learning (BSL) with the hill-climbing algorithm to obtain optimal directed acyclic graphs (DAGs) from all possible solutions in each subgroup for the dCDT copy condition.Results:The < 8 years of education group (education= 6.65±1.74, ASA= 3.08±0.35), retained 12 of 91 possible edges (13.19%, BIC= -7775.50). The network retained 2 clock face (CF), 5 digit, and 5 hour hand (HH) and minute hand (MH) independent, or “parent,” features connected to the retained edges. In contrast, the > 9 years of education group (education= 14.17±2.88, ASA= 2.90±0.46) network retained 15 of 91 possible edges (16.48%, BIC= -8261.484). The network retained 2 CF, 6 digit, 4 HH and MH, and an additional 3 total stroke parent features. Both groups showed that greater distance from the HH to the clock center also had greater distance from the MH to the clock center (ßz= 0.73, both). Groups were similar in digit width size relative to digit height [ßz(< 8 years)= 0.72, ßz(> 9 years)= 0.74]. Digit height size related to CF area [ßz(< 8 years)= 0.44, ßz(> 9 years)= 0.62] and CF area related to the digit distance to the CF across groups [ßz(< 8 years)= 0.39, ßz(> 9 years)= 0.46]. Greater distance from the MH to the clock center was associated with smaller MH angle [ßz(< 8 years)= -0.35, ßz(> 9 years)= -0.31], whereas greater digit misplacement was associated with larger MH angle across groups [ßz(< 8 years)= 0.14, ßz(> 9 years)= 0.29].Conclusions:Education groups differed in the ratio of dCDT parent feature types. Specifically, copy clock production in older adults with < 8 years of education relied more evenly across CF, digit, and MH and HH parent features. In contrast, those with > 9 years of education differed in the additional reliance on total stroke parent features. Individuals with < 8 years of education may more heavily rely upon visual referencing when copying a clock. This study highlights the importance of considering education level in interpreting dCDT scores and features.
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Milić, Tamara. "Working with children with intellectual disabilities in Montenegro." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 56–65. http://dx.doi.org/10.31299/hrri.57.1.3.
Abstract:
The aim of this study was to examine and improve the support provided to children with intellectual disabilities in Montenegro. We conducted a qualitative examination to a) determine existing practices, b) analyse the needs of teaching staff and children with intellectual disabilities, c) examine the knowledge and skills required by teachers to support these children, and d) propose relevant recommendations to improve the support provided to these children. The findings of the focus groups indicate that the greatest challenge faced by teachers during the process of teaching is the Montenegrin language and foreign languages in relation to the additional engagement required in the preparation and adaptation of didactic material. Areas of work that have been recognized as crucial for the education of pupils are socialisation, graphomotor skills, and literacy. For the effective planning and realization of teaching, teachers prefer to have a description of the child, the way in which the child works and learns, the child’s interests, needs, and possibilities for learning, as well as their ability to interact socially and maintain relationships with peers. The recommendations are as follows: instead of tagging a child based on the coefficient of intelligence, a functional description of a child should be used; the teaching process and the environment can be adapted based on the child’s needs; a list of situations and characteristics of the process with instructions or ideas for action can be defined; and individualized teaching and didactic material can be developed. The implementation of these recommendations should be monitored through coaching. The topics of training that the teachers believe are useful for professional development and efficient work are developing the educational characteristics and needs of these children, designing and using special teaching and didactic materials, applying assistive technology, mastering basic skills, cooperating with parents, and coaching.
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Keller, Greta, Maria Agostina Carello, Vanina Banjsak, Noelia Egido, Ismael Luis Clandri, Ricardo Allegri, Andres Cervio, and Lucia Crivelli Fleni. "14 Title: Design of a neuropsychological battery for the detection of cognitive deficits in asymptomatic patients with low-grade glioma: a pilot study." Journal of the International Neuropsychological Society 29, s1 (November 2023): 805–6. http://dx.doi.org/10.1017/s1355617723010007.
Abstract:
Objective:Gliomas are a group of CNS neoplasms arising from neuroglial cells with various degrees of aggressiveness. Resection of brain tumors is complex to perform without neurological sequelae due to the diffuse nature of the tumors. This study aimed to design a neuropsychological battery to examine pre surgical cognitive deficits in a case series of patients with LGG and to determine the post-surgical effects after resection.Participants and Methods:11 adult patients aged 19-65 years (38 ±DS:15.5) with a diagnosis of LGG without cognitive complaint were evaluated with a selection of specific neuropsychological tests to identify possible baseline cognitive deficits and their evolution after tumor resection. All participants completed a comprehensive neuropsychological evaluation assessing memory, language, attention, executive functions, visuospatial functions, social cognition, praxis, agnosias, functionality, mood, and quality of life. The neuropsychological battery design was based on a systematic review of the literature on surgical interventions in low-grade gliomas.Results:Despite not reporting subjective cognitive complaints, patients showed deficits in multiple cognitive domains in the pre-surgical evaluation when comparing their performance with normative values adjusted for age, sex, and education. Deficits in executive functions and attention were observed: 36% presented failures in graphomotor speed (TMT A), 27% of subjects presented failures in attentional span (Direct Digit Span), working memory (Inverse Digit Span), and cognitive flexibility (Wisconsin Card Sorting Test) and 9% presented difficulties in processing speed (Trail Making Test A) and inhibitory capacity (Stroop Test). Memory: 18% of the patients showed deficits in immediate logical memory and 9% in delayed memory (Craft Story 21). Likewise, 18% of the patients presented compromise in immediate auditory-verbal learning and 27% in delayed auditory-verbal learning (Rey Auditory-Verbal Test). Language: 18% showed failures in naming (Boston 60) and 9% in comprehension (Token Test). Likewise, 27% of the patients presented difficulties in social cognition (Mind in the Eyes Test). Finally 41% of the patients reported symptoms of depression and/or anxiety in the neuropsychiatric questionnaires.Conclusions:The results highlight the importance of strategically designed pre-surgical cognitive assessment for the detection and follow-up of cognitive and mood disorders associated with the location of the space-occupying lesion (LOE). The patients assessed in this study will be evaluated three months after surgery to document changes in baseline cognitive symptoms. Furthermore, in patients with lesions in the left hemisphere, an intraoperative evaluation will be performed to minimize subsequent deficits, assessing these functions during surgery and emphasizing language.
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De-Juanas Oliva, Ángel. "PATRONES MOTORES Y PROCESOS DE ADQUISICIÓN DE LA LECTO-ESCRITURA EN LA ETAPA DE EDUCACIÓN PRIMARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 321. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.750.
Abstract:
Abstract.The scientific literature shows that the acquisition of literacy is a basic and indispensable to consolidate school learning other instrumental learning. The processes involved in the acquisition of the reading and writing require sensory integration within a set sequential maturation process that must be programmed interconnection information to the brain as a result of the different and multiple connections occur between functional parts. At this point, the driving factors of the environment and stimulation are key, regardless of the presence or absence of learning difficulties during childhood. Thus, the development of motor patterns contributes to automatic movements that help decrease the burden of care for subjects increased: muscle tone (essential to consolidate the stroke) ; graphomotor balance, and General motor coordination as well as fine motor coordination (eye-hand, essentially). Often, because of the discrepancy of different maturation levels in relation to the acquisition of motor patterns in the early years, it might appear associated learning disabilities. In this paper the different motor patterns are identified and associated with the bases of the nervous system for understanding brain functionality and complexity associated with reading-writing processes. For this, attends a review of studies in which the incidence of these other variables is observed. Finally, recognizing the principle of prevention in education, it is considered that many of the difficulties related to reading and writing can be prevented with proper educational intervention in the early school years.Keywords: motor patterns, reading, writing, neuroscience, brain.Resumen.La literatura científica evidencia que la adquisición de la lectoescritura constituye un aprendizaje instrumental básico e indispensable para consolidar otros aprendizajes escolares. Los procesos que intervienen en la adquisición de la lectura y la escritura requieren de una integración sensorial dentro de un conjunto proceso madurativo secuencial en el que se ha de programar la interconexión de la información que llega al cerebro como efecto de las diferentes y múltiples conexiones que entre sus partes funcionales ocurren. En este punto, los factores motrices y la estimulación del entorno resultan claves, independientemente de la presencia o ausencia de dificultades de aprendizaje durante la niñez. De tal manera, el desarrollo de los patrones motores contribuye a generar automatismos en los movimientos que permiten disminuir la carga de atención de los sujetos por un aumento de: el tono muscular (indispensable para consolidar el trazo); el equilibrio grafomotor; y de la coordinación motriz general, así como de coordinaciones motoras específicas (óculomanual, esencialmente). Con frecuencia, como consecuencia de la discrepancia de diferentes niveles madurativos en relación a la adquisición de los patrones motores en los primeros años, puede ser que aparezcan dificultades de aprendizaje asociadas. En este trabajo se identifican los diferentes patrones motores y se asocian a las bases del sistema nervioso que permiten entender la funcionalidad del cerebro y su complejidad relacionada con los procesos lecto-escritores. Para ello, se atiende a una revisión de trabajos en los que se observa la incidencia de estas variables en otras. Finalmente, reconociendo al principio de prevención en educación, se considera que muchas de las dificultades relacionadas con la lectura y la escritura se pueden prevenir con una adecuada intervención educativa en los primeros años escolares.Palabras clave: patrones motores, lectura, escritura, neurociencia, cerebro.
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Frey, Aline, Andrée Lessard, Isabelle Carchon, Joëlle Provasi, and Loïc Pulido. "Rhythmic training, literacy, and graphomotor skills in kindergarteners." Frontiers in Psychology 13 (December 8, 2022). http://dx.doi.org/10.3389/fpsyg.2022.959534.
Abstract:
IntroductionThe aim of this manuscript is twofold: first, to investigate the relationship between rhythmic, phonological and graphomotor skills in kindergarten children; and second, to evaluate the possible impact of rhythmic training on the two other skills.MethodsTo that end, we selected a sample of 78 children in Québec. Forty-two children received rhythmic training (experimental group) and 34 arts training (active control group) during the same period (10 weeks). Before and after training, children in both groups were assessed for general skills (forward and backward memory span, vocabulary, non-verbal ability), rhythmic skills (synchronization and discrimination tasks), literacy skills (phonological skills - syllable counting, syllable deletion, rhyme discrimination – and invented spelling skills) and graphomotor skills (legibility of letter writing, quality of copying of geometric shapes).ResultsResults showed correlations between the child’s rhythmic and literacy skills, as well as between rhythm synchronization and pen pressure. In addition, rhythmic training showed improvement in rhythmic abilities, but this did not transfer to literacy or graphomotor development (apart from a significant increase in the duration of pauses in both groups at post-test, with a larger improvement for the rhythm group).DiscussionThese results are discussed in terms of duration and intensity of learning, and they highlight the possible benefits of informal rhythm practices in the classroom.
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Seyll, Lola, and Alain Content. "Letter-Like Shape Recognition in Preschool Children: Does Graphomotor Knowledge Contribute?" Frontiers in Psychology 12 (February 16, 2022). http://dx.doi.org/10.3389/fpsyg.2021.726454.
Abstract:
Based on evidence that learning new characters through handwriting leads to better recognition than learning through typing, some authors proposed that the graphic motor plans acquired through handwriting contribute to recognition. More recently two alternative explanations have been put forward. First, the advantage of handwriting could be due to the perceptual variability that it provides during learning. Second, a recent study suggests that detailed visual analysis might be the source of the advantage of handwriting over typing. Indeed, in that study, handwriting and composition –a method requiring a detailed visual analysis but no specific graphomotor activity– led to equivalent recognition accuracy, both higher than typing. The aim of the present study was to assess whether the contribution of detailed visual analysis is observed in preschool children and to test the variability hypothesis. To that purpose, three groups of preschool children learned new symbols either by handwriting, typing, or composition. After learning, children performed first a four-alternative recognition task and then a categorization task. The same pattern of results as the one observed in adults emerged in the four-alternative recognition task, confirming the importance of the detailed visual analysis in letter-like shape learning. In addition, results failed to reveal any difference across learning methods in the categorization task. The latter results provide no evidence for the variability hypothesis which would predict better categorization after handwriting than after typing or composition.
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Mizuochi-Endo, Tomomi, Kazuyuki Itou, Michiru Makuuchi, Baku Kato, Kazuhisa Ikeda, and Kimihiro Nakamura. "Graphomotor memory in Exner’s area enhances word learning in the blind." Communications Biology 4, no. 1 (April 6, 2021). http://dx.doi.org/10.1038/s42003-021-01971-z.
Abstract:
AbstractHandwriting is thought to impede vocabulary learning in sighted adults because the motor execution of writing interferes with efficient audiovisual processing during encoding. However, the motor memory of writing may facilitate adult word learning when visual sensory inputs are severely restricted. Using functional MRI, we show that late-blind participants, but not sighted participants, learned novel words by recruiting the left dorsal premotor cortex known as Exner’s writing area and its functional coupling with the left hippocampus. During later recall, the phonological and semantic contents of these words are represented in the activation patterns of the left hippocampus as well as in those of left frontotemporal language areas. These findings suggest that motor codes of handwriting help blind participants maintain word-form representations during learning and retrieval. We propose that such reliance on the motor system reflects a broad architecture of the cerebral language network which encompasses the limb motor system as a hardwired component.
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Pollak, Rebecca M., T. Lindsey Burrell, Joseph F. Cubells, Cheryl Klaiman, Melissa M. Murphy, Celine A. Saulnier, Elaine F. Walker, Stormi Pulver White, and Jennifer G. Mulle. "Visual-Motor Integration Deficits in 3q29 Deletion Syndrome." Journal of Autism and Developmental Disorders, June 24, 2023. http://dx.doi.org/10.1007/s10803-023-06034-2.
Abstract:
Abstract3q29 deletion syndrome (3q29del) is associated with neuropsychiatric and neurodevelopmental phenotypes. We previously reported that graphomotor weakness is present in up to 78% of individuals with 3q29del. We have now explored nuances of the graphomotor phenotype and its association with other comorbidities in this population. Participants were recruited from the online 3q29 registry (3q29deletion.org) for two days of deep phenotyping. 32 individuals with 3q29del (62.5% male) were evaluated with the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI) to assess visual-motor integration. Participants were also evaluated with measures of cognitive ability, executive function, adaptive behavior, and school function. Males with 3q29del performed significantly worse than females on the VMI and Motor Coordination subtest. VMI performance was significantly associated with ADHD diagnosis and cognitive ability. Compared to published data from individuals with 22q11.2 deletion syndrome, individuals with 3q29del showed significantly more impairment. The 3q29 deletion is associated with substantial deficits in visual-motor integration, Visual Perception, and Motor Coordination. Our data suggests that 3q29del may qualify as a nonverbal learning disability. Future studies should assess whether individuals with 3q29del would benefit from early interventions, including occupational therapy.
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Freitas Fernandes, Carolina, Carolina Ferreira Gonçalves, and Paulo Rego Sousa. "Learning Disabilities and Epilepsy: About a Clinical Case." Gazeta Médica, March 28, 2024, 59–63. http://dx.doi.org/10.29315/gm.v1i1.707.
Abstract:
Landau-Kleffner syndrome (LKS) is an epilepsy syndrome of childhood, characterized by auditory verbal agnosia and severe electroencephalographic abnormalities. It happens between 3-7 years of age, 20% without seizures. A 6-years-old boy, with normal psychomotor development, who begins to experience difficulties in understanding the meaning of words, sometimes with incoherent speech and writing difficulties (irregular handwriting, spelling mistakes). Neurological evaluation showed loss of comprehensive language with auditory verbal agnosia, difficulties in fine motor skills and in graphomotor coordination. After clinical suspicion, the diagnosis of SLK was confirmed by night video-electroencephalogram (EEG): abundant paroxysmal activity of bilateral and independent fronto-center-temporal spikes and spike-wave activity, with an almost continuous exacerbation during sleep. Initially treated with valproate and clobazam, without improvement, he started prednisolone, with improvement in language, writing and normalization of the EEG. Knowledge of this syndrome is important for differential diagnosis with other neurological disorders, especially learning difficulties.
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Vaivre-Douret, Laurence, Clémence Lopez, Audrey Dutruel, and Sébastien Vaivre. "Phenotyping features in the genesis of pre-scriptural gestures in children to assess handwriting developmental levels." Scientific Reports 11, no. 1 (January 12, 2021). http://dx.doi.org/10.1038/s41598-020-79315-w.
Abstract:
AbstractAcquiring writing skills is a long developmental process that is conditioned by both the mastery of the gesture and the spatio-temporal arrangement of characters across the page. While the researches in the literature mainly focused on spatio-temporal and kinematics parameters of tracing letters or words using digitizing tablets, no recent research has previously studied the developmental prerequisites of the organization of handwriting useful for clinical assessment and remediation. Aims of the present study was to investigate and validate the phenotyping of the developmental genesis of pre-scriptural graphomotor gestures among school-aged children in achieving correct handwriting. The subject was examined in depth in an ecological setting similar to school, with the objective of assessing handwriting developmental levels. The pre-scriptural graphomotor task studied was to copy a line of cycloid loops on a paper sheet put on the table. This task was chosen because it reflects the execution of the hand movements from one end of the line to the other and in an anti-clockwise direction, as in handwriting. A new methodological approach was applied incorporating both the maturative evolution of postural-gestural features (video-recorded for analysis in 2D reconstruction) and spatio-temporal/kinematic measures collected with a digital pen connected to an analysis software tool to assess the developmental level and provide an understanding of the phenotypical features of the graphomotor gesture. And we also evidence the concurrent validity of the data in displacements, and the better are the spatio-temporal and kinematic measures. Consequently there are phenotypical features, both postural-gestural and spatio-temporal/kinematic in the developmental genesis of the graphomotor gesture with an easy pre-scriptural task. Typically developing school children from 1st to 5th grade, was collected from elementary schools. Five main patterns of displacement gestures were found for the production of the line of loops with a significant developmental progress from 1st to 5th grade. In addition, significant results in comparisons with spatio-temporal and kinematic age-related normative data were highlighted, associated with the quality of the coordination gesture. Lastly external validity in relation to normative values with the standardized handwriting scale BHK (French adaptation of the Concise Evaluation Scale for Children’s handwriting) showed certain significant correlations with spatio-temporal and kinematic measures and the evolution of the displacement gestures (five patterns) used to draw the loops. The better the motor control of the handwriting gesture, the less variety there is in inter-segmental and joint-scriptural task, enabling handwriting developmental levels to be assessed in screening for handwriting disorders, possibly co-occurring with other learning disabilities, and also useful in clinical decision-making processes for handwriting remediation, or simply to assist handwriting gesture acquisition in elementary school.
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Banks, Russell, Connor Higgins, Barry R. Greene, Ali Jannati, Joyce Gomes‐Osman, Sean Tobyne, David Bates, and Alvaro Pascual‐Leone. "Clinical classification of memory and cognitive impairment with multimodal digital biomarkers." Alzheimer's & Dementia: Diagnosis, Assessment & Disease Monitoring 16, no. 1 (January 2024). http://dx.doi.org/10.1002/dad2.12557.
Abstract:
AbstractINTRODUCTIONEarly detection of Alzheimer's disease and cognitive impairment is critical to improving the healthcare trajectories of aging adults, enabling early intervention and potential prevention of decline.METHODSTo evaluate multi‐modal feature sets for assessing memory and cognitive impairment, feature selection and subsequent logistic regressions were used to identify the most salient features in classifying Rey Auditory Verbal Learning Test‐determined memory impairment.RESULTSMultimodal models incorporating graphomotor, memory, and speech and voice features provided the stronger classification performance (area under the curve = 0.83; sensitivity = 0.81, specificity = 0.80). Multimodal models were superior to all other single modality and demographics models.DISCUSSIONThe current research contributes to the prevailing multimodal profile of those with cognitive impairment, suggesting that it is associated with slower speech with a particular effect on the duration, frequency, and percentage of pauses compared to normal healthy speech.
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Dumont, Claire, and Priscilla Boyer. "Le rendement dans l’utilisation du clavier d’ordinateur pour écrire chez les personnes ayant un trouble du spectre de l’autisme / Performance using a computer keyboard for writing among persons with an autism spectrum disorder." Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 41, no. 1 (March 12, 2015). http://dx.doi.org/10.21432/t21s6h.
Abstract:
Les personnes ayant un trouble du spectre de l’autisme (TSA) ont fréquemment des problèmes graphomoteurs. Ces difficultés ont à leur tour des répercussions sur de nombreuses occupations, le rendement scolaire et le développement de la personne. Dans cette situation, l’écriture avec un clavier peut s’avérer une alternative pertinente. Cette étude vise à décrire le rendement des enfants ayant un TSA dans leur réalisation de tâches avec le clavier d’ordinateur et de le comparer à celui des enfants à développement typique. Le Test du rendement dans l’utilisation de l’ordinateur a été administré à un échantillon de 53 enfants âgés entre six et 15 ans ayant un TSA. Les résultats suggèrent qu’ils peuvent avoir un rendement équivalent, supérieur ou inférieur en fonction de leurs caractéristiques et du type de tâche. Le test permet également d’observer plusieurs particularités de leurs processus d’apprentissage. Des suggestions pour l’amélioration des connaissances et des pratiques en découlent. Persons with an autism spectrum disorder (ASD) frequently have graphomotor problems. These difficulties in turn have repercussions on numerous tasks, on academic performance and on personal development. In this situation, writing using a keyboard can be a relevant alternative. This study aims to describe the performance of children with an ASD in performing tasks using a computer keyboard and to compare it with that of children whose development is typical. The Performance using a computer test was administered to a sample of 53 children with an ASD, aged 6 to 15. Findings suggest that they can offer an equal, superior or inferior performance depending on their characteristics and on the type of task performed. The test also allows the observation of several characteristics in their learning processes. Suggestions for the improvement of the knowledge base and practices follow.