Kaplan Kılıç Büşra, Bumin Gonca, Öğütlü Hakan
Department of Occupational Therapy, Faculty of Health Sciences, Ankara Medipol University, Ankara, Turkey.
Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey.
Child Care Health Dev. 2025 Mar;51(2):e70055. doi: 10.1111/cch.70055.
Children with attention deficit hyperactivity disorder (ADHD) frequently encounter challenges in their fine motor skills, an area that therapists target for enhancement through therapeutic interventions. This study aimed to effect of telerehabilitation on handwriting performance in children with ADHD.
In this randomized controlled trial, 70 children (33 girls and 37 boys) with ADHD aged between 6 and 8 years were randomly assigned to intervention and control groups. Fine motor skills and handwriting performance of both groups were evaluated pre-post-intervention using the Bruininks-Oseretsky Test of Motor Proficiency-2nd Edition (BOT-2) and Minnesota Handwriting Assessment (MHA) tests. The intervention group received fine motor skills training through telerehabilitation for 8 weeks, 3 days a week, 40 min each session (totalling 24 sessions). The control group was placed on a waiting list for 8 weeks and did not receive any intervention. Statistical methods analysed changes within and between groups pre-post-intervention.
In the intervention group, intra-group change pre-post-intervention was observed in all subdomains of MHA except legibility (p < 0.05). Compared with the control group, the intervention group showed significant differences in BOT-2 and MHA's subdomains.
The results of this study suggest that fine motor skills training through telerehabilitation may be effective in improving the handwriting performance of children with ADHD.
注意力缺陷多动障碍（ADHD）儿童在精细运动技能方面经常遇到挑战，这是治疗师通过治疗干预来改善的一个领域。本研究旨在探讨远程康复对ADHD儿童书写能力的影响。
在这项随机对照试验中，70名年龄在6至8岁的ADHD儿童（33名女孩和37名男孩）被随机分为干预组和对照组。两组在干预前后均使用布鲁宁克斯-奥塞瑞斯基运动能力测试第二版（BOT-2）和明尼苏达笔迹评估（MHA）测试来评估精细运动技能和书写能力。干预组通过远程康复接受精细运动技能训练，为期8周，每周3天，每次40分钟（共24节课程）。对照组被列入等候名单8周，未接受任何干预。采用统计方法分析干预前后组内和组间的变化。
在干预组中，除易读性外，MHA所有子领域在干预前后均观察到组内变化（p < 0.05）。与对照组相比，干预组在BOT-2和MHA子领域存在显著差异。
本研究结果表明，通过远程康复进行精细运动技能训练可能对改善ADHD儿童的书写能力有效。
