Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Procedure
2.3. Instruments
2.3.1. Behavior Rating Inventory of Executive Function
2.3.2. Handwriting Process: Computerized Penmanship Evaluation Tool (ComPET)
2.3.3. Handwriting Product: Handwriting Legibility Scale [46]
- legibility (readability)
- effort (required to read the script on the first attempt)
- letter formation (necessary elements, appropriate shapes, consistent size and slope, and neat letter closures)
- layout on the page (words organized on the page, within the margins, sufficient space between words and letters, and positioned on the baseline)
- alterations (additional strokes or retracing letters)
2.3.4. Anticipatory Self-Awareness of Performance Questionnaire
2.4. Data Analyses
3. Results
3.1. Actual Handwriting Performance (Time and Legibility): Between-Group Differences
3.2. Correlations between Actual Handwriting Performance (Time and Legibility) and EF Subscale Scores in Each Group
3.3. Handwriting Anticipatory Awareness: Time Estimation
3.3.1. Between-Group Differences
3.3.2. Differences between Time Estimation and Time Duration by Group
3.3.3. Correlation between the Time Estimation/Duration Gap and EF Subscale Scores by Group
3.4. Handwriting Anticipatory Awareness: Expected Performance and Expected Difficulty
3.4.1. Between-Group Differences
3.4.2. Differences between Expected Performance and Expected Difficulty, and Legibility by Group
3.4.3. Correlations between Expected Performance and Expected Difficulty, and EF by Group
4. Discussion
4.1. Handwriting Anticipatory Awareness: Time Estimation
4.2. Handwriting Anticipatory Awareness: Expected Performance and Expected Difficulty
4.3. Limitations
4.4. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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HLS Component | M (SD) | Z | p | |
---|---|---|---|---|
Control (n = 40) | EFD (n = 41) | |||
Global legibility | 1.43 (0.50) | 1.66 (0.57) | 1.81 | 0.070 |
Effort required | 1.80 (0.46) | 2.17 (0.67) | 2.72 | 0.006 |
Layout on page | 1.58 (0.59) | 2.29 (0.78) | 4.12 | 0.000 |
Letter formation | 1.73 (0.45) | 2.07 (0.65) | 2.57 | 0.010 |
Alterations | 1.63 (0.49) | 1.80 (0.71) | 1.01 | 0.310 |
Expected Performance | Expected Difficulty | ||||||
---|---|---|---|---|---|---|---|
Rating | Control (n = 40) | EFD (n = 41) | χ2 | Rating | Control (n = 40) | EFD (n = 41) | χ2 |
Bad | 0 (0) | 3 (7.3%) | 25.06 *** | Always | 0 (0) | 2 (4.9%) | 20.12 *** |
Fairly good | 0 (0) | 16 (39.0%) | Often | 0 (0) | 7 (17.1%) | ||
Good | 10 (25%) | 8 (19.5%) | Sometimes | 10 (25.0%) | 20 (48.8%) | ||
Very good | 18 (45%) | 8 (19.5%) | Seldom | 21 (52.5%) | 9 (22.0%) | ||
Excellent | 12 (30%) | 6 (14.6%) | Never | 9 (22.5%) | 3 (7.3%) |
HLS/SAP-Q | Control Group Legibility | EFD Group Legibility | |||||
---|---|---|---|---|---|---|---|
Rating | Excellent | Good | Poor | Excellent | Good | Poor | |
Expected performance | bad + fairly good | 6 (14.6) | 13 (31.7) | ||||
good | 10 (25) | 6 (14.6) | 1 (2.4) | 1 (2.4) | |||
very good + excellent | 28 (70) | 2 (5) | 12 (29.3) | 2 (4.9) | |||
Expected difficulty | always + often | 4 (9.8) | 5(12.2) | ||||
sometimes | 10 (25) | 10 (24.4) | 9 (22) | 1 (2.4) | |||
seldom + never | 28 (70) | 2 (5) | 10 (24.4) | 2 (4.9) |
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Fogel, Y.; Rosenblum, S. Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions. Children 2022, 9, 1628. https://doi.org/10.3390/children9111628
Fogel Y, Rosenblum S. Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions. Children. 2022; 9(11):1628. https://doi.org/10.3390/children9111628
Chicago/Turabian StyleFogel, Yael, and Sara Rosenblum. 2022. "Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions" Children 9, no. 11: 1628. https://doi.org/10.3390/children9111628