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Handwriting intervention for preschool children with developmental disorders Kaori Yamaguchi 1,2 , Reiko Fukatsu 3 1Department of Occupational Therapy, Faculty of Health Sciences at Narita, International University of Health and Welfare 2Former affiliation; Information and Support Center for Persons with Developmental Disorders,National Rehabilitation Center for Persons with Disabilities 3Information and Support Center for Persons with Developmental Disorders, National Rehabilitation Center for Persons with Disabilities Keyword: (自閉症スペクトラム障害) , 書字 , 描画 , (就学前) , 事例研究 , Autistic spectrum disorder , Handwriting , Drawing , Preschool , Case study pp.426-435
Published Date 2016/8/15
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 We provided occupational therapy programs to improve the handwriting skills for two children with Autistic Spectrum Disorder (ASD). Case A did not know how to hold a pencil properly, and the visually presented positions of three fingers on a pencil enabled him to understand the appropriate grip. In addition, visual and auditory cues informed him when to start and stop while drawing a single circle. Case B lacked ability to adequately move fingers separately. This retardation might affect his ability to improve fine motor movement which is important for writing and drawing. We gave practice moving his hands and fingers and also used an assistive tool. After the intervention, he could manage to hold a pen with the appropriate force and to move his distal fingers more efficiently. The results suggest that it is important to consider cognitive features of ASD and the level of motor development of their hands and fingers throughout therapy for handwriting skills of children with ASD.


Copyright © 2016, Japanese Association of Occupational Therapists. All rights reserved.

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電子版ISSN 印刷版ISSN 0289-4920 日本作業療法士協会

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