Research Article  |   January 2017
Visual and Haptic Perception Training to Improve Handwriting Skills in Children With Dysgraphia
Shao-Hsia Chang; Nan-Ying Yu
Author Affiliations
  • Shao-Hsia Chang, PhD, OTR, is Associate Professor, Department of Occupational Therapy, I-Shou University, Kaohsiung, Taiwan
  • Nan-Ying Yu, PhD, PT, is Associate Professor, Department of Physical Therapy, I-Shou University, Kaohsiung, Taiwan; ying@mail.isu.edu.tw
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Children and Youth
Research Article   |   January 2017
Visual and Haptic Perception Training to Improve Handwriting Skills in Children With Dysgraphia
American Journal of Occupational Therapy, January 2017, Vol. 71, 7102220030p1-7102220030p10. doi:10.5014/ajot.2017.021311
American Journal of Occupational Therapy, January 2017, Vol. 71, 7102220030p1-7102220030p10. doi:10.5014/ajot.2017.021311
Abstract

We investigated a visual–perceptual and haptic–perceptual training program to enhance motor skills and Chinese handwriting performance among children with handwriting difficulties. The participants were 28 first- and second-grade children with handwriting difficulties. They were matched according to age and then randomly assigned into a control group or an experimental group. Participants in the experimental group received 12 sessions of a training program, whereas those in the control group received conventional handwriting training. The Test of Visual Perceptual Skills—Third Edition (TVPS–3), Tactual Performance Test (TPT), and Battery of Chinese Basic Literacy (BCBL) were all administered before and after 6 wk of intervention. Repeated-measures analysis of variance revealed that the experimental group showed significant improvement on the TVPS–3 but not on the TPT. Along with the improved visual–perceptual skills, the experimental group showed a significant difference in far-point copy speed and handwriting accuracy, as reflected in the BCBL.