Department of Psychological & Brain Sciences, Indiana University, United States.
Department of Psychological & Brain Sciences, Indiana University, United States.
Hum Mov Sci. 2019 Jun;65. doi: 10.1016/j.humov.2018.04.002. Epub 2018 Apr 12.
A large proportion of school-aged children exhibit poor drawing and handwriting. This prevalence limits the availability of therapy. We developed an automated method for training improved manual compliance control and relatedly, prospective control of a stylus. The approach included a difficult training task, while providing parametrically modifiable support that enables the children to perform successfully while developing good compliance control. The task was to use a stylus to push a bead along a 3D wire path. Support was provided by making the wire magnetically attractive to the stylus. Support was progressively reduced as 3D tracing performance improved. We report studies that (1) compared performance of Typically Developing (TD) children and children with Developmental Coordination Disorder (DCD), (2) tested training with active versus passive movement, (3) tested progressively reduced versus constant or no support during training, (4) tested children of different ages, (5) tested the transfer of training to a drawing task, (6) tested the specificity of training in respect to the size, shape and dimensionality of figures, and (7) investigated the relevance of the training task to the Beery VMI, an inventory used to diagnose DCD. The findings were as follows. (1) Pre-training performance of TD and DCD children was the same and good with high support but distinct and poor with low support. Support yielded good self-efficacy that motivated training. Post training performance with no support was improved and the same for TD and DCD children. (2) Actively controlled movements were required for improved performance. (3) Progressively reduced support was required for good performance during and after training. (4) Age differences in performance during pre-training were eliminated post-training. (5) Improvements transferred to drawing. (6) There was no evidence of specificity of training in transfer. (7) Disparate Beery scores were reflected in pre-training but not post-training performance. We conclude that the method improves manual compliance control, and more generally, prospective control of movements used in drawing performance.
相当大比例的学龄儿童表现出绘画和书写能力差。这种普遍性限制了治疗的可用性。我们开发了一种自动方法，用于训练改进的手动依从性控制，并相关地，对触笔进行前瞻性控制。该方法包括一项困难的培训任务，同时提供参数可修改的支持，使儿童在成功执行任务的同时，能够发展出良好的依从性控制。任务是使用触笔沿 3D 线路径推动一个珠子。通过使线对触笔具有磁性吸引力来提供支持。随着 3D 跟踪性能的提高，支持逐渐减少。我们报告了以下研究结果：（1）比较了正常发育（TD）儿童和发育协调障碍（DCD）儿童的表现；（2）测试了主动运动与被动运动的训练效果；（3）测试了训练期间逐渐减少与恒定或无支持的效果；（4）测试了不同年龄的儿童；（5）测试了训练向绘图任务的转移效果；（6）测试了训练的特异性，涉及到图形的大小、形状和维度；（7）研究了训练任务与用于诊断 DCD 的 Beery VMI 之间的相关性。研究结果如下：（1）TD 和 DCD 儿童在高支持下的预训练表现相同且良好，但在低支持下表现明显且较差。支持产生了良好的自我效能感，激发了训练的积极性。无支持的后训练表现得到了改善，且 TD 和 DCD 儿童的表现相同。（2）需要主动控制运动才能提高表现。（3）训练期间和训练后，需要逐渐减少支持才能取得良好的表现。（4）年龄差异在预训练期间的表现被消除，后训练期间则没有。（5）改进可以转移到绘画中。（6）在转移中没有证据表明训练具有特异性。（7）Beery 分数的差异在预训练中表现出来，但在后训练中则没有。我们得出结论，该方法可以改善手动依从性控制，更普遍地，改善用于绘图表现的前瞻性运动控制。
