Klein Sheryl, Erickson Laurel, James Kimberley, Perrott Curtis, Williamson Heather, Zacharuk Leanne
Occupational Therapy Service, Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada.
Phys Occup Ther Pediatr. 2008;28(1):5-23. doi: 10.1300/j006v28n01_02.
Word processing using a keyboard is an option for children with Developmental Coordination Disorder (DCD) who have printing/ handwriting difficulties. A five-replication single-subject ABA design was used to explore the ability of 6 children with DCD (entering Grades 3-5) experiencing problems with printing/handwriting to learn computer skills. Following a two-week intervention all children were familiar with basic computer functions and showed improved word processing skills. Touch-keyboarding speed increased for the five children entering Grades 4-5, but only one child acquired a speed (letters/minute) comparable to printing/ handwriting. Four children demonstrated increased text production when generating a story, but none achieved speeds comparable to printing/handwriting. Five-finger touch-keyboarding proficiency was better for children in Grades 4-5. Therapists observed improved legibility and increased motivation. Results suggest that the child's grade, program support, and program length should be considered when making decisions about keyboarding.
对于有书写困难的发育性协调障碍（DCD）儿童来说，使用键盘进行文字处理是一种选择。采用五重复单被试ABA设计，探究了6名患有DCD（三至五年级）且存在书写困难的儿童学习计算机技能的能力。经过为期两周的干预，所有儿童都熟悉了基本的计算机功能，并且文字处理技能有所提高。四至五年级的5名儿童触摸键盘打字速度提高了，但只有一名儿童达到了与书写相当的速度（字母/分钟）。4名儿童在编写故事时文本输出有所增加，但没有一个达到与书写相当的速度。四至五年级儿童的五指触摸键盘熟练程度更高。治疗师观察到易读性提高且积极性增强。结果表明，在做出关于键盘打字的决策时，应考虑儿童的年级、项目支持和项目时长。
