Iranian Rehabilitation Journal
مجله انگلیسی زبان توانبخشی
Iranian Rehabilitation Journal
Medical Sciences
http://irj.uswr.ac.ir
18
agent2
17353602
17353610
10.29252/nrip.irj
en
jalali
1400
3
1
gregorian
2021
6
1
19
2
online
1
fulltext
en
Relationship Between Teacher’s and Therapist’s Evaluations on Handwriting Performance in First-grade Children
کاردرمانی
Occupational therapy
پژوهشي
Original Research Articles
<div style="text-align: justify;"><strong>Objectives</strong>: Handwriting dysfunction may harm children’s wellbeing. Therapists and elementary school teachers help to identify and improve children’s handwriting performance. The present study aimed to assess the relationship between therapists’ assessment and teachers’ perception of handwriting performance in first graders.<br>
<strong>Methods</strong>: This cross-sectional study involved (n=31) first-grade students, aged 6-8 years from an international school in Riyadh City, Saudi Arabia. Teachers evaluated the handwriting proficiency using the Handwriting Proficiency Screening Questionnaire (HPSQ), and the explored students were rated as proficient and non-proficient hand writers. Furthermore, therapists assessed students’ handwriting proficiency using the Minnesota Handwriting Assessment (MHA) (manuscript & D’Nealian styles) scores. The Mann–Whitney U test was used to assess the differences in MHA scores between proficient and non-proficient hand writers. Moreover, Spearman’s correlation coefficient was used to assess the relationship between the scores of MHA and HPSQ.<br>
<strong>Results</strong>: There was a significant difference in all component scores of MHA (except the rate) and both writing styles between the proficient and non-proficient writers (P<0.05). There was also a significant relationship between the MHA and the HSPQ scores (P<0.05). However, further analysis of these scales’ components suggested no significant association between teachers’ and therapists’ evaluation of the handwriting speed domain.<br>
<strong>Discussion</strong>: There was a significant relationship between the teacher’s and therapist’s evaluation of handwriting performance using standardized measures. Thus, therapists should work in collaboration with teachers to identify and treat handwriting difficulties in school children. </div>
Handwriting, Motor skills, Academic performance, Schoolchildren
147
156
http://irj.uswr.ac.ir/browse.php?a_code=A-10-1236-1&slc_lang=en&sid=1
Adel
Alhusaini
aaalhusaini@ksu.edu.sa
1800319475328460023623
1800319475328460023623
No
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Ganeswararao
Melam
ganesh1676@yahoo.com
1800319475328460023624
1800319475328460023624
Yes
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Emad Bakr
Takrouni
etakrouni@ksu.edu.sa
1800319475328460023625
1800319475328460023625
No
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Faizan
Zaffar Kashoo
f.kashoo@mu.edu.sa
1800319475328460023626
1800319475328460023626
No
Department of Rehabilitation Sciences, College of Applied Medical Sciences, Majmaah University, Al-Majma'ah, Saudi Arabia.
Syamala
Buragadda
syamala3110@yahoo.co.in
1800319475328460023627
1800319475328460023627
No
Department of Rehabilitation Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.