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The Influence Of Visual-Motor Integration Skills On Handwriting Performance For Children With Developmental Coordination Disorder (Dcd) In Indian Context
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| Author:
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GANAPATHY SANKAR.U, MONISHA.R, T.NEDUNCHERALATHAN
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| Abstract:
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Handwriting plays a dominant role as a mode of communication, for children handwriting legibility and speed is naturally acquired, but few children acquire the skill through practice in primary schools. Academic success demands a good handwriting skill. Developmental coordination disorder is marked by the hallmark characteristics of clumsiness and difficulty in executing the activities of daily living skill. The current study aims in the evaluation of visual-motor integration skill on handwriting performance in children with developmental coordination disorder. Minnesota Handwriting Test (MHT) and the Berry test of Visual-Motor Integration (VMI) were used to determine the child’s progression. 50 DCD children of age 5-10 years were included in the study and randomly divided into two groups were the group A received 6 weeks of visual motor integration training and the children at group B receives regular academic instructions from their teachers. Group A children received training sessions weekly two times and each sessions last for about 30 minutes. Childs handwriting accuracy and speed were analyzed by MHT and the beery test of VMI measures the child visual motor integration skill. Data interpretation and analysis was done by the secondary researchers and they were not aware of the group segregation. The results of the study confirms there is a significant improvement in group A children and the study suggests that visual motor integration training is the prerequisite for handwriting skill acquisition for children with DCD. Without a gold standard assessment tool to diagnose the children confidently as DCD, we have used DCDQ, DSM-V Criteria for the screening procedure.
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| Keyword:
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DCD, DSM-V, DCDQ, VMI, Handwriting skill
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| EOI:
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| DOI:
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https://doi.org/10.31838/ijpr/2020.12.04.541
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| Download:
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