Diagnostic, Demographic, and Neurocognitive Correlates of Dysgraphia in Students with ADHD, Autism, Learning Disabilities, and Neurotypical Development
| العنوان: | Diagnostic, Demographic, and Neurocognitive Correlates of Dysgraphia in Students with ADHD, Autism, Learning Disabilities, and Neurotypical Development |
|---|---|
| المؤلفون: | Susan Dickerson Mayes, Rosanna P. Breaux, Sara S. Frye, Susan L. Calhoun |
| المصدر: | Journal of Developmental and Physical Disabilities. 30:489-507 |
| بيانات النشر: | Springer Science and Business Media LLC, 2018. |
| سنة النشر: | 2018 |
| مصطلحات موضوعية: | Working memory, education, 05 social sciences, Wechsler Adult Intelligence Scale, Physical Therapy, Sports Therapy and Rehabilitation, medicine.disease, behavioral disciplines and activities, 03 medical and health sciences, 0302 clinical medicine, Dysgraphia, Handwriting, mental disorders, Learning disability, Developmental and Educational Psychology, medicine, Autism, 0501 psychology and cognitive sciences, medicine.symptom, Psychology, Neurocognitive, 030217 neurology & neurosurgery, Neurotypical, 050104 developmental & child psychology, Clinical psychology |
| الوصف: | The importance of diagnostic, demographic, and neurocognitive correlates of dysgraphia in 1006 students 6–16 years was determined. Children with ADHD or autism (n = 831) and neurotypical children (n = 175) were administered the Developmental Test of Visual-Motor Integration (VMI), Wechsler subscales, and reading and math tests. IQ was the strongest correlate of dysgraphia (VMI scores), followed by diagnosis (ADHD/autism vs. neurotypical). Visual-fine motor ability was the only other significant correlate. Verbal and visual reasoning ability, processing speed, working memory, attention, reading, and math did not contribute significantly more to concurrently predicting dysgraphia, nor did age, sex, race, and parent occupation. Dysgraphia was common in children with ADHD (56%) and autism (56%), especially those with a learning disability in reading (71%) or math (72%). The study demonstrates the importance of controlling for both IQ and diagnosis when examining factors related to dysgraphia, which previous studies have not done. Students with ADHD, autism, learning disability, or fine motor problems should be evaluated for dysgraphia because the majority of students with any one of these problems will have impaired handwriting, which needs to be identified and addressed in school. Effective accommodations to compensate for dysgraphia are available to help avoid its negative repercussions. |
| تدمد: | 1573-3580 1056-263X |
| DOI: | 10.1007/s10882-018-9598-9 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::f27f0a9da864b77c95197eff3b6286e9 https://doi.org/10.1007/s10882-018-9598-9 |
| Rights: | CLOSED |
| رقم الانضمام: | edsair.doi...........f27f0a9da864b77c95197eff3b6286e9 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 15733580 1056263X |
|---|---|
| DOI: | 10.1007/s10882-018-9598-9 |