Dysgraphia, ADHD and Autism

Dysgraphia, ADHD and Autism

The Journal of Attention Disorders published research on the prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism.  Previous research indicates that children with ADHD and autism show poorer handwriting quality (e.g., legibility, letter formation, alignment, spacing, and sizing) and reduced handwriting speed.

This study included 1034 children with normal intelligence and ADHD–Combined, ADHD–Inattentive, or autism.  Each participant completed the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC).

The results indicated the following:

• VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses.
• 59% had dysgraphia
• 92% had a weakness in graphomotor ability relative to other abilities.
• the prevalence of dysgraphia did not decrease with age or diagnosis, despite older children having up to 10 years more writing instruction in school than younger children.

The authors concluded that dysgraphia is common at all ages in children and adolescents with ADHD and autism. this research indicates that dysgraphia is difficult to remediate and is present at all ages, schools should focus on compensating for dysgraphia with accommodations for in addition to trying to improve handwriting.  Technology may be helpful such as keyboarding, word processing and/or speech recognition software.

In addition to using technology, based on each individual student’s needs try modifying the following regarding the workload at school: decrease the amount of written work, provide notes and outlines instead of requiring copying, offer multiple choice answers, allow dictation or do not penalize for messy handwriting.

Reference:  Mayes, S. D., Breaux, R. P., Calhoun, S. L., & Frye, S. S. (2017). High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism. Journal of Attention Disorders, 1087054717720721.

View all of our handwriting resources here.

The Handwriting Book is designed to be an effective, easy-to-use resource for any parent, educator, or therapist. Ideas for activities, strategies, modifications, and adaptations for children of all ages are included alongside explanations of each aspect of handwriting. Each chapter includes helpful therapist tips to make handwriting practice more engaging and fun.

Handwriting is a complex motor skill that requires dexterity, strength, motor planning, and visual perceptual skills. Other developmental prerequisites such as hand dominance, grasping skills, postural control and letter recognition also play an important role in how a child learns to write.

Written by a team of 10 pediatric physical and occupational therapists with years of experience in the field, The Handwriting Book is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.

The 9 chapters include the following topics: Developmental Progression of Pencil Grasp and Handwriting Strokes, Gross Motor Skills and Handwriting, Fine Motor Skills and Handwriting, Sensory Considerations in Handwriting, Visual Perceptual Skills and Handwriting, Tips for Size, Alignment, and Spacing in Written Work, Engaging the Reluctant Writer, Combining Handwriting and Play and Activities to Practice Handwriting Skills at Home.  Also includes Resources for Adaptive Handwriting and Equipment, Materials, and Further Information.

Details:  
Language: English
PDF digital document delivered electronically via email – 62 pages

You will receive an email following payment with a link to download the digital document.

Click on the Buy Now button to purchase The Handwriting Book for $15.99.  This book can not be added to the Your Therapy Source shopping cart. You will have to check out separately because the book has multiple authors (this is an affiliate link).  A tab will open in a new window for you to check out.

 

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Bladder and Bowel Control in Children with Cerebral Palsy

The Journal of Pediatric Urology published research on interviews regarding 346 children with bilateral cerebral palsy (BCP) to describe the age of bladder and bowel control, intellectual impairment and severity of motor disability.

The results indicated the following:

1.  median age for daytime bladder and bowel continence in BCP children was 5.4 years compared with 2.4 years in the controls.
2. at 13.8 years of age, 59.4% of BCP children and 99% of controls were continent by day and 51.9% of BCP children compared with 99.4% of controls were continent for bowel and bladder at night.
3. there was no difference between the attainment of daytime bladder and bowel control in children with cerebral palsy.
4. Night-time bladder and bowel control was slower and less completely attained, with 50% of BCP children continent by the age of 11.8 years compared with 3 years in control children.
5. Gross Motor Functional Classification Score (GMFCS) and intellectual ability were strongly associated with continence attainment but gender was not.

The researchers concluded that 60.8% of children with BCP were continent by day and 54.6% by night at the age of 17 years.  Of the children with BCP who were continent during the day, 86% achieved this by 5.5 years old. The majority (88%) of the children with BCP GMFCS I/II with normal, specific or mild learning impairment were continent for bladder and bowel by day and night.

Reference: Wright AJ, et al. Bladder and bowel continence in bilateral cerebral palsy: A population study.  J Pediatr Urol. 2016 Jun 11. pii: S1477-5131(16)30116-4. doi: 10.1016/j.jpurol.2016.05.027. [Epub ahead of print]

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