Saleem Ghazala T, Gillen Glen
Can J Occup Ther. 2019 Feb;86(1):19-29. doi: 10.1177/0008417418824871. Epub 2019 Feb 28.
BACKGROUND.: Handwriting dysfunction contributes to 40% of all school-based referrals to occupational therapy. Empirically based handwriting interventions are needed to remediate the negative effects of handwriting dysfunction on a child's occupational performance.
PURPOSE.: This study examined the effectiveness of mental practice (MP) combined with repetitive task practice (RTP) to rehabilitate handwriting in children.
METHOD.: Twenty typically developing first and second graders with impaired handwriting received RTP twice a week for 4 weeks, then engaged in MP combined with RTP for the same duration. Using the Minnesota Handwriting Assessment (MHA), they were assessed across four time points: baseline (1), after RTP (2), after MP combined with RTP (3), and follow-up (4).
FINDINGS.: Children significantly improved and retained this increase on all variables of MHA ( p < .001) after MP combined with RTP. After RTP, the only significant improvement occurred in handwriting form ( p < .001).
IMPLICATIONS.: MP may be a potential therapeutic addition to RTP in rehabilitating global handwriting dysfunction.
在所有转介至职业治疗的在校学生中，书写功能障碍占40%。需要基于实证的书写干预措施来纠正书写功能障碍对儿童职业表现的负面影响。
本研究考察了心理练习（MP）结合重复任务练习（RTP）对儿童书写能力恢复的有效性。
20名书写能力受损的发育正常的一、二年级学生，每周接受两次RTP，共4周，然后在相同时间段内进行MP结合RTP。使用明尼苏达笔迹评估（MHA），在四个时间点对他们进行评估：基线（1）、RTP后（2）、MP结合RTP后（3）和随访（4）。
MP结合RTP后，儿童在MHA的所有变量上均有显著改善且这种改善得以保持（p < .001）。RTP后，仅在书写形式上有显著改善（p < .001）。
在恢复整体书写功能障碍方面，MP可能是RTP的一种潜在治疗补充手段。
