ArticleInternational journal of methods in psychiatric research2018
Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study.
Article in International journal of methods in psychiatric research, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training.BMC psychology · 2024Article
- Evaluation of a group-based sensorimotor intervention programme to improve Chinese handwriting of primary school students.Heliyon · 2023Review
- Computerized handwriting evaluation and statistical reports for children in the age of primary school.Scientific reports · 2022Article
- Motor Functional Characteristics in Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders: A Systematic Review.Neuropsychiatric disease and treatment · 2022Review
- How effective is fine motor training in children with ADHD? A scoping review.BMC pediatrics · 2021Article
- Article
- Handwriting in children with Attention Deficient Hyperactive Disorder: role of graphology.BMC pediatrics · 2019Article
- Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study.International journal of methods in psychiatric research · 2018Article
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Authors and funding
5 authors.
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Abstract
objectivesAttention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD-LD adolescents.
methodsThe study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD-LD, and their matched controls.
resultsParticipants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD-LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD-LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD-LD with good sensitivity and positive predictive value.
conclusionsClinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.
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