ABSTRACT

Objective: The aim of the present study was to investigate the effects of task-oriented handwriting intervention implemented for children with ADHD. Methods: The subjects of the present study consisted of 5th graders with ADHD who have difficulties with visual-motor integration and have complained of handwriting problems. This study used an ABA design, with a total of 12 trials in a 2-8-2 arrangement. The baseline and follow up periods consisted solely of measuring the performance regarding the handwriting task, but during the intervention, hand-writing focused training was conducted for 20 minutes after each measurement trial. Results: After implementing the task-oriented handwriting intervention, the handwriting legibility of the subjects improved significantly, whereas there was no significant change in speed. Conclusion: The present study demonstrates that applying task-oriented handwriting training to children with ADHD has a positive effect on their legibility. In future studies, it will be necessary to apply this technique to more subjects, and to classify the handwriting features according to the school year and diagnostic group, as a means to preparing evidence for handwriting implementation.