Bartov Rachel, Wagner Michael, Shvalb Nir, Hochhauser Michal
Department of Occupational Therapy, Ariel University, Ariel 40700, Israel.
Department of Special Education, Orot Israel College, Elkana 4481400, Israel.
Children (Basel). 2023 Sep 11;10(9):1534. doi: 10.3390/children10091534.
Recent studies have analyzed the writing metrics of children with developmental coordination disorder (DCD) using computerized systems. To date, the use of computerized visual feedback to improve handwriting has not been investigated. This study aimed to examine the effects of computerized visual feedback on handwriting performance in time, spatial orientation, and pressure indices for children with DCD. Twenty-seven children aged 7 to 12 years with DCD assessed by the Movement Assessment Battery for Children and the Developmental Coordination Disorder Questionnaire received one weekly intervention session for 8 weeks, during which they twice copied an excerpt onto a tablet. Once, they received visual feedback where the writing color corresponded to the degree of pressure on the writing surface, and once they received no visual feedback. The two conditions were counterbalanced throughout the sessions. Pre-intervention sessions were compared with post-intervention sessions and with new texts for time, spatial orientation, and pressure measures. The findings revealed significantly decreased total and mean letter writing, in-air, and writing time and increased capacity in the visual feedback condition. In the spatial variables, a significant decrease in letter height variance was found. Pressure increased significantly throughout the intervention with visual feedback, whereas it decreased post-test in the writing task in both conditions and was maintained in the new text. Visual feedback intervention can increase the kinesthetic-haptic feedback required to regulate pressure during writing, promoting more efficient feedforward processes and improving output quality and capacity. The training effectiveness was transferable, and the intervention accessibility could increase student autonomy.
最近的研究使用计算机系统分析了患有发育性协调障碍（DCD）儿童的书写指标。迄今为止，尚未对使用计算机视觉反馈来改善书写进行研究。本研究旨在探讨计算机视觉反馈对DCD儿童在时间、空间方向和压力指标方面书写表现的影响。通过儿童运动评估量表和发育性协调障碍问卷评估的27名7至12岁患有DCD的儿童接受了为期8周的每周一次干预课程，在此期间，他们两次将一段摘录抄写到平板电脑上。一次，他们收到视觉反馈，书写颜色与书写表面的压力程度相对应，另一次他们没有收到视觉反馈。这两种情况在整个课程中相互平衡。将干预前的课程与干预后的课程以及新文本在时间、空间方向和压力测量方面进行比较。研究结果显示，在视觉反馈条件下，字母书写总数、平均字母书写、空中书写和书写时间显著减少，能力有所提高。在空间变量方面，发现字母高度方差显著降低。在有视觉反馈的整个干预过程中压力显著增加，而在两种情况下的书写任务中，测试后压力均下降，并在新文本中保持。视觉反馈干预可以增加书写过程中调节压力所需的动觉-触觉反馈，促进更有效的前馈过程，提高输出质量和能力。训练效果具有可转移性，干预的可及性可以提高学生的自主性。
