College of Health and Human Services, George Mason University, Fairfax, VA, USA.
Am J Occup Ther. 2012 Nov-Dec;66(6):682-90. doi: 10.5014/ajot.2012.004556.
We explored the efficacy of robotic technology in improving handwriting in children with impaired motor skills.
Eighteen participants had impairments arising from cerebral palsy (CP), autism spectrum disorder (ASD), attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), or other disorders. The intervention was robotic-guided three-dimensional repetitive motion in 15-20 daily sessions of 25-30 min each over 4-8 wk.
Fine motor control improved for the children with learning disabilities and those ages 9 or older but not for those with CP or under age 9. All children with ASD or ADHD referred for slow writing speed were able to increase speed while maintaining legibility.
Three-dimensional, robot-assisted, repetitive motion training improved handwriting fluidity in children with mild to moderate fine motor deficits associated with ASD or ADHD within 10 hr of training. This dosage may not be sufficient for children with CP.
探索机器人技术在改善运动技能受损儿童书写能力方面的疗效。
18 名参与者存在脑瘫（CP）、自闭症谱系障碍（ASD）、注意力缺陷障碍（ADD）、注意力缺陷多动障碍（ADHD）或其他障碍引起的障碍。干预措施是机器人引导的三维重复运动，在 4-8 周内，每天进行 15-20 次，每次 25-30 分钟。
学习障碍和 9 岁或以上的儿童的精细运动控制得到改善，但 CP 或 9 岁以下的儿童则没有。所有被转介为书写速度慢的 ASD 或 ADHD 儿童都能够在保持清晰度的同时提高速度。
在接受 10 小时的三维、机器人辅助、重复运动训练后，患有 ASD 或 ADHD 相关的轻度至中度精细运动缺陷的儿童的书写流畅性得到了改善。对于 CP 儿童来说，这个剂量可能不足。
