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Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case–control study

Li‐Tsang, Cecilia W.P. ; Li, Tim M.H. ; Lau, Mandy S.W. ; Ho, Choco H.Y. ; Leung, Howard W.H.

International journal of methods in psychiatric research, 2018-12, Vol.27 (4), p.e1718-n/a [Periódico revisado por pares]

United States: John Wiley & Sons, Inc

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Título:
Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case–control study
Autor: Li‐Tsang, Cecilia W.P. ; Li, Tim M.H. ; Lau, Mandy S.W. ; Ho, Choco H.Y. ; Leung, Howard W.H.
Assuntos: ADHD ; Adolescent ; adolescent psychiatry ; Adolescents ; Attention Deficit Disorder with Hyperactivity - diagnosis ; Attention Deficit Disorder with Hyperactivity - epidemiology ; Attention Deficit Disorder with Hyperactivity - physiopathology ; Attention deficit hyperactivity disorder ; behavior ; Case-Control Studies ; Child ; China ; Comorbidity ; Female ; Handwriting ; Humans ; Learning disabilities ; Learning Disabilities - diagnosis ; Learning Disabilities - epidemiology ; Learning Disabilities - physiopathology ; learning disability ; Male ; Motor Skills - physiology ; Neuropsychological Tests ; Original ; Sensorimotor system
É parte de: International journal of methods in psychiatric research, 2018-12, Vol.27 (4), p.e1718-n/a
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: Objectives Attention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD‐LD adolescents. Methods The study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD‐LD, and their matched controls. Results Participants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD‐LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD‐LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD‐LD with good sensitivity and positive predictive value. Conclusions Clinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.
Editor: United States: John Wiley & Sons, Inc
Idioma: Inglês

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Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case–control study

Li‐Tsang, Cecilia W.P. ; Li, Tim M.H. ; Lau, Mandy S.W. ; Ho, Choco H.Y. ; Leung, Howard W.H.

United States: John Wiley & Sons, Inc

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