Enhancing Handwriting Performance of Children with Developmental Coordination Disorder (DCD) Using Computerized Visual Feedback
Bibliographic Data
| ID | 15716645 |
|---|---|
| Authors | Rachel Bartov (0009-0001-6860-659X, Ariel University), Michael Wagner (0000-0002-0214-2403, Ariel University), Nir Shvalb (0000-0001-8246-3727, Ariel University), Michal Hochhauser (0000-0002-2265-3913, Ariel University, corresponding author) |
| Year | 2023 |
| Volume | 10 |
| Issue | 9 |
| Pages | 1534-1534 |
| Publication date | 2023-09-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children10091534 |
| PMID | 37761495 |
| OpenAlex | W4386600999 |
| Language | EN |
| Citations received | 2 |
| References cited | 52 |
Recent studies have analyzed the writing metrics of children with developmental coordination disorder (DCD) using computerized systems. To date, the use of computerized visual feedback to improve handwriting has not been investigated. This study aimed to examine the effects of computerized visual feedback on handwriting performance in time, spatial orientation, and pressure indices for children with DCD. Twenty-seven children aged 7 to 12 years with DCD assessed by the Movement Assessment Battery for Children and the Developmental Coordination Disorder Questionnaire received one weekly intervention session for 8 weeks, during which they twice copied an excerpt onto a tablet. Once, they received visual feedback where the writing color corresponded to the degree of pressure on the writing surface, and once they received no visual feedback. The two conditions were counterbalanced throughout the sessions. Pre-intervention sessions were compared with post-intervention sessions and with new texts for time, spatial orientation, and pressure measures. The findings revealed significantly decreased total and mean letter writing, in-air, and writing time and increased capacity in the visual feedback condition. In the spatial variables, a significant decrease in letter height variance was found. Pressure increased significantly throughout the intervention with visual feedback, whereas it decreased post-test in the writing task in both conditions and was maintained in the new text. Visual feedback intervention can increase the kinesthetic-haptic feedback required to regulate pressure during writing, promoting more efficient feedforward processes and improving output quality and capacity. The training effectiveness was transferable, and the intervention accessibility could increase student autonomy
Cognitive psychology · Eye–hand coordination · Handwriting · Motor coordination · Physical medicine and rehabilitation · Visual feedback · Children's Physical and Motor Development · Computer Science · Medicine · Neuroscience · Psychology · Tactile and Sensory Interactions · Writing and Handwriting Education · Artificial Intelligence
Diagnostic and Statistical Manual of Mental Disorders
Attentional focus and motor learning
Movement Assessment Battery for Children-2
The information capacity of the human motor system in controlling the amplitude of movement.
The Mirror-Neuron System
International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder
Effectiveness of Psychomotor Therapy among Children with Graphomotor Impairment with and without DCD-Diagnosis
Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders
Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School
Testing predictive control of movement in children with developmental coordination disorder using converging operations
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |