Article

PURPOSE: To examine the impact of prolonged graphomotor tasks on tripod-pinch
strength and on handwriting process and product measures of children with
dysgraphia and typical peers. METHOD: Participants were 51 children in third to
fifth grades, divided into two groups: 23 children with dysgraphia and 28 typical
peers, as determined by the Handwriting Proficiency Screening Questionnaire. The
procedure included two sessions, with a 15-min break between sessions. In each
session, the participants performed two tasks: the visual-motor control subtest
of Bruininks-Oseretsky and a handwriting copying task, both performed on an
electronic tablet as part of the Computerised Penmanship Evaluation Tool. Tripod
pinch strength was evaluated before and after each session. RESULTS:
Significantly lower tripod-pinch strength was found among children with dysgrphia
in comparison to typically developed peers. This deterioration in tripod-pinch
strength was associated with a significant deterioration in handwriting process
and product measures along the protracted task. CONCLUSIONS: Pinch force that is
required for mastering the handwriting tool needs to be considered in the
evaluation process of children with dysgraphia. Combining the pinch factor with
an evaluation of handwriting's process and product may supply a better insight
about the child's deficits and assist in focusing treatment objectives.

Langue : ANGLAIS