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Perceptual-motor function of school-age children with slow handwriting speed.

OBJECTIVES: This study investigated differences in perceptual-motor measures and sustained attention between children with slow and normal handwriting speed and the relationship between these factors. METHOD: Thirty-four slow handwriters and 35 normal speed handwriters (7 to 11 years of age) attending elementary schools in Taiwan were given three perceptual-motor tests and a vigilance task to assess sustained attention. Performances on these measures were analyzed using multivariate analysis of variance and regression analyses. RESULTS: A significant difference was found between slow and normal handwriters in upper-limb coordination, visual memory, spatial relation, form constancy, visual sequential memory, figure ground, visual-motor integration, and sustained attention. The three significant predictors of handwriting speed for the slow handwriters were age, visual sequential memory, and visual-motor integration. For the normal speed handwriters, age and upper-limb speed and dexterity were the only two significant predictors. CONCLUSIONS: Slow and normal speed handwriters responded to handwriting demands through different perceptual-motor systems. Whereas upper-limb speed and dexterity seems to play an important role in normal speed handwriters, slow handwriters seem to rely more on visually directed processes, including sequence memory and visual-motor integration.

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PubMed2000

Naturalistic assessment of functional performance in school settings: reliability and validity of the School AMPS scales.

The School Assessment of Motor and Process Skills (School AMPS) is an assessment tool designed to be used by occupational therapists to measure the effectiveness of a student's ability to perform school tasks in naturalistic classroom settings. Rater reliability, internal scale validity, and person response validity of the School AMPS was investigated by examining the goodness-of-fit of raters, motor and process skill items, and students to the many-faceted Rasch model used in the development of the School AMPS. Five of six raters demonstrated acceptable goodness-of-fit (MnSq < or = 1.4 and z < 2). All 36 motor and process skill items demonstrated acceptable goodness-of-fit. Of the 208 students in the study, 93.7% demonstrated acceptable goodness-of-fit on the School AMPS motor scale and 88.9% demonstrated acceptable goodness-of-fit on the School AMPS process scale. The results of this study support the rater reliability, scale validity, and person response validity for the School AMPS as a tool to be used to evaluate the effectiveness of student performance of school tasks in the classroom setting.

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