Free
Research Article  |   July 1983
Differentiation of Praxis among Children
Author Affiliations
  • Karen E. Conrad, M.S., OTR, is a doctoral candidate in therapeutic studies, Sargent College, Boston University, Boston, Massachusetts 02215, and is in private practice
  • Sharon A. Cermak, Ed.D., OTR, FAOTA, is an Associate Professor in Occupational Therapy, Sargent College, Boston University, Boston, Massachusetts 02215, and a faculty member of the Center for the Study of Sensory Integrative Dysfunction, Pasadena, California 91102-1065
  • Charles Drake, Ed.D., is founder and headmaster of Landmark School for Children with Learning Disabilities, Beverly, Massachusetts 01915
Article Information
Learning Disabilities / Features
Research Article   |   July 1983
Differentiation of Praxis among Children
American Journal of Occupational Therapy, July 1983, Vol. 37, 466-473. doi:10.5014/ajot.37.7.466
American Journal of Occupational Therapy, July 1983, Vol. 37, 466-473. doi:10.5014/ajot.37.7.466
Abstract

This study was designed to evaluate the conceptual model proposed by Luria to identify different types of dyspraxia in learning-disabled (LD) children. The types of apraxia investigated were kinesthetic, optic-spatial, symbolic, and dynamic. In addition, the study explored differential performance on tasks of praxis in learning-disabled children as a function of their Wechsler Intelligence Scale for Children-Revised (WISC-R) IQ patterns. The subjects included 41 LD and 17 normal children ages 108 months to 153 months. They were administered The Praxis Test for Children, a compilation based on Luria’s division of types of praxis with brain-damaged adults. Results indicated that the test differentiated between the LD and normal groups on the dynamic and optic-spatial tests. Data analyzed for the LD children with a significant WISC-R discrepancy between their Verbal IQ and Performance IQ profile yielded no difference between these two IQ groups. Results were discussed in terms of the need to investigate individual patterns of performance in the differentiation of dyspraxia.