ABSTRACT

Objective : The aim of this study was to investigate the effects of a sensory ntegration treatment on the handwriting performance in children with Attention Deficit Hyperactivity Disorder(ADHD). Methods : Two children scoring above 17 on an ADHD assessment using an Abbreviated Conners Rating Teacher Scale applied to the ABA′design of the single-subject experiment research design. This study enforced a triplicate baseline with 24 intervention-lines, and a triplicate re-baseline of treatment from July to Sep, 2010. The evaluation tools used were a handwriting task (handwriting legibility and speed) and School Assessment of Motor and Process Skills (School AMPS). The handwriting task was used to measure the changes in handwriting legibility and speed. The School AMPS assessed the changes in the motor and processing skills in terms of schoolwork-handwriting performance. Results : Subject 1, showing a rise in handwriting legibility and speed, demonstrated a statistically significant improvement. Subject 2 revealed an increase in handwriting legibility but demonstrated no significant improvement. Subject 2 also revealed an increase in handwriting speed with a significant improvement. Subject 1 revealed an increase in School AMPS motor skills, but without a significant improvement, while their School AMPS process skills demonstrated a significant improvement. Subject 2 revealed growth in terms of School AMPS motor and process skills with a significant improvement. Conclusion : The results of this study suggest that, first, sensory integration treatment is positive on handwriting legibility and speed in children with ADHD, and second, sensory integration treatment is good for improving schoolwork handwriting performance skills in children with ADHD.