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Do Dysgraphia Treatments Really Work? Sample

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Dysgraphia is a neurological acquisition disablement resulting from the battle in showing ideas in authorship and graphing. Dysgraphia is normally referred to as hapless script or calligraphy. but is basically a acquisition disablement that affects the ability to interpret believing into motor accomplishments in the custodies ( Pechman. 2010. p. 93 ) . Dysgraphia is a serious upset that can impact grownups and kids. Stroke patients and patients with aphasia and attending shortage hyperactivity upset ( ADHD ) can besides endure from the upset. Doctors and psychologists have researched and administered educational interventions such as a assortment of different types of educational therapy along with the complete turning away of handwriting through usage of computing machines.

Some of the patterns described below have been suggested to be advantageous and some need farther probe to confirm claims that they work. Background to the Disorder

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Signs and SymptomsAcknowledging the marks and symptoms of dysgraphia is the foundation for handling and finally bring arounding a child’s disablement. The survey of dysgraphia is important because of its relevancy to neurologic disease.

Strokes. tumours. or infections associating to any lobe of the cerebral mantle in either hemisphere of the encephalon can impact the production of the written linguistic communication. Impaired spelling can be the first symptom of a figure of degenerative diseases. such as Alzheimer’s disease or frontotemporal lobar devolution. Dysgraphia may besides be a relentless symptom of traumatic encephalon hurt or shot ( Hillis. 2004. p. 89 ) . A individual’s calligraphy plays an of import function in his/her instruction. If an pedagogue can non read a child’s work. it is most frequently interpreted as an wrong reply. After naming a kid with dysgraphia. the unequivocal end is to handle the patient with either practical agencies of educational exercisings or more unconventional therapies.

Warshaw ( 2004. p. 10 ) provinces kids are typically able to double letters when composing easy. but due to the nonentity of natural accomplishments used to treat and transcribe information. they are incapable of composing clearly or spelling decently. A few marks of the kid holding trouble are: letters remaining on a consecutive line. keeping the pencil awkwardly. and uncomfortably distortion of the arm doing the person to go highly tired and hotfooting to complete ( Pechman. 2010. p. 94 ) . Children may be able to pull even though still holding troubles with their calligraphy ; they are basically “drawing” the letters alternatively of composing them ( Warshaw. 2004. p. 10 ) . History of Neuropsychological Research

Poor spelling upsets have been reported early on in the neuropsychological community but the heed put Forth has been unequal ( Miceli & A ; Capasso. 2006. p. 110 ) . In earlier times. good calligraphy was non an of import trait to hold. If an person had proper accomplishments in address. script and spelling were non needfully critiqued. The survey of composing damages began to be noticed in the mid nineteenth century ; nevertheless concern for this country of information has been scarce in the past one hundred old ages ( Hillis. 2004 ) . Writing damage has increasingly become intolerable since more communications are happening such as computing machine and cell phone usage. Early 1980s research

In the 1980s. theoretical accounts based on outlooks from information treating methodological analysis of the encephalon arose to animate psycholinguistic research refering normal linguistic communication. Research workers have tried to utilize a systematic ( lingual ) method but it did non last long. Rapid advancement in dysgraphia research led to the forsaking of the practically systematic method by research workers. The inquiry asked by surveies in the 80’s was: is it likely to back up a practical design of spelling that was tantamount to what was suggested for reading by cognitive neuropsychological probes of dyslexia? Subjects that had trouble spelling alone words as compared to common words. led to the inclusion of more accurate presentation of the ability to compose alone words than common words chosen. The contrasting agreements of public presentation were attributed. merely as the syndromes described in dyslexia. to a disproportional damage of or associating to the secondary words of a linguistic communication ( sub-lexical ) transition processes. and of lexical-semantic ( linguistic communication ) mechanisms. separately ( Miceli & A ; Capasso. 2006. p. 111 ) . Since the research. which has been conducted in the early 1980s. extra interventions are available and the chance of a remedy is closer to a world. Medical Terminology

Medical terminology may be hard to understand. but utile in confronting the tough realisation that a kid has a learning disablement. For case. the word dysgraphia is defined in the Merriam-Webster online lexicon ( 2012 ) as “the damage of the ability to compose caused by encephalon harm. ” This definition could be misinterpreted as the words “brain damage” may do an person to visualise person puting in a infirmary bed incapable of traveling because of injury. Neuropsychology is another deep term in the dysgraphia glossary. Neuropsychology is defined as “a scientific discipline concerned with the incorporation of psychological observations on behaviour and the head with neurological observations on the encephalon and nervous system” ( Merriam-Webster. 2012 ) . Merriam-Webster ( 2012 ) lists psycholinguistic as “relating to the psychological features of a linguistic communication. ” This can be construed as a moderately apprehensible word after broken down: “psycho” originates from the word psychological science. that has antecedently been defined. and lingual derives from the word linguistic communication. Treatments of Dysgraphia

Pharmaceutical TreatmentsThe research for this paper concludes. medicative interventions for dysgraphia entirely have non been found. Medicative interventions of upsets accompanied by dysgraphia exist ; although seldom used to handle dysgraphia entirely. Most interventions for dysgraphia are educational or hands-on unless the disablement is accompanied by extra larning disablements such as ADHD. Drugs. such as Concerta could perchance be used in dysgraphia but are usually used when the upset is accompanied by other disablements such as ADHD. Dysgraphia and ADHD are considered in the psychological science community to hold a common familial cause. but non much has been learned about the cardinal mechanisms of the two and how they are a factor to the shortage ( Adi-Japha. Landau. Frenkel. Teicher. Gross-Tsur. & A ; Shalev. 2007. p. 700 ) .

The squad ( Adi-Japha. et Al. 2007. p. 701 ) conducted an experiment where 20 6th class male childs underwent proving for lingual cognition. reading. and standardised spelling trials. The bulk of the group exhibited marks of dysgraphia along with already diagnosed AD-HD ( Adi-Japha. et Al. 2007. p. 706 ) . The survey was conducted to measure the presence of dysgraphia in patients with AD-HD and was a successful. The decision of this survey indicated that kids with AD-HD have a much greater likeliness of holding dysgraphia than a healthy kid. The survey besides points to the premise that if medicines for AD-HD. such as Concerta and Ritalin. can quiet the nervousnesss of a patient with AD-HD. these medical specialties will besides help him/her in decelerating down and concentrating on composing the alphabet decently and decipherably. Non-medical Treatments

Non-medicinal interventions can run from a simple educational tool to the usage of computing machine plans. Something such as a physical therapy intervention can develop the motor accomplishments needed to help in bettering calligraphy. Educational tools like insistent preparation and composing simple sentences can besides assist better the readability of a child’s script. As discussed below. computing machine plans can perchance profit a kid in showing what he/she wants to set on paper ( Kohnen. Nickels. & A ; Coltheart. 2008. p. 355 ) . Treatments for Lexical Spelling

Kohnen. Nickels. & A ; Coltheart ( 2008 ) conducted two intervention surveies. The first experiment was to do irregular word spelling better. Spelling was practiced until the patient had 90 % of the words correct ( Kohnen. et Al. 2008. p. 355 ) . By practising. the patient showed betterment in public presentation of script and spelling at the first follow-up assignment ( Kohnen. et Al. 2008. p. 359 ) . In a 2nd experiment with the same topic. Kohnen. et Al ( 2008. p. 359 ) investigated if it would be possible at all to foretell inductive logical thinking for different untreated words based on the consequences of the first experiment. The practicing of words that depart from the usual form of spelling. or irregular word spelling. has indicated the progresss in durable betterments in truth ( Kohnen. et Al. 2008. p. 363 ) . Tripod Pinch Strength

Graphomotor accomplishments are a combination of cognitive and motor accomplishments which allow a individual to compose good. Out of 51 kids from 3rd through 5th class. 23 had dysgraphia and 28 did non. The survey evaluated the strength in custodies leting a composing utensil to be held right. tripod pinch strength. ( the strength in a manus that allows keeping a pencil right ) on calligraphy ( Engel-Yeger. & A ; Rosenblum. 2010. p. 1749 ) . This survey is one of the first surveies that compared the tripod pinch strength of kids with dysgraphia ( Engel-Yeger & A ; Rosenblum. 2010. p. 1755 ) . The kids were instructed to copy handwriting onto an electronic tablet. The consequences found the kids with dysgraphia had much lower tripod pinch strength. Therapy to increase the strength could better the script of persons with dysgraphia ( Engel-Yeger & A ; Rosenblum. 2010. p. 1755 ) . Case Studies on Non-traditional Treatments

Analyzing instance surveies refering interventions that are less than traditional. such as utilizing the rule-of- { Tocopherol } ( “I” before “E” except after “C”… ) . can assist with better intervention of the upset. Kohnen. Nickels. & A ; Coltheart ( 2010. p. 392 ) conducted a instance survey on a immature adult male with developmental assorted dysgraphia ( Noggle. Dean. & A ; Horton. 2012. p. 263 ) . where they replicated an earlier successful instance survey. They were trying to develop the sub-lexical ( secondary word ) spelling ability in the immature adult male enduring from developmental assorted dysgraphia during a random intercession method. They attempted to infer if more grounds would be introduced if untrained words ( words non usually used. un-learned ) would take a longer clip to better. A peculiar involvement in this survey was how strong is the determination that the preparation of merely two vowels utilizing the rule-of- { E } can take to betterment in the spelling of all five vowels utilizing the rule-of- { E } in another instance with assorted dysgraphia ( Kohnen. et Al. 2010. p. 395 ) ? The immature adult male was identified to hold assorted dyslexia/mixed dysgraphia. and he had non yet gained the appropriate cognition of the rule-of- { E } . The topic was an appropriate instance to carry on the preparation of sub-lexical spelling based on instance surveies from the yesteryear ( Kohnen. et Al. 2010. p. 399 ) . The instance survey concluded spelling had improved after preparation. The Paper and Pen or Monitor and Keyboard?

Another signifier of intervention is to type words on a keyboard alternatively of composing them on paper. Is anything complete when utilizing a computing machine to show ideas. or is it truly intervention? Typing as an alternate to composing seems to be a agency of get awaying the issue or disregarding to job wholly. In a instance survey. kids in the 2nd. 4th. and 6th class that had larning disablements in written text. such as dysgraphia and those without larning disablements. were observed in the public presentation of three undertakings such as composing letters. sentences. and essays. They were besides shown different marks harmonizing to their linguistic communication competence degree and were asked to compose with pen and paper and type on a keyboard ( Berninger. Abbott. Augsburger. & A ; Garcia. 2009. p. 123 ) .

The two groups had comparable IQs verbally. but were exhaustively dissimilar in spelling. authorship and composing capablenesss. The surveies indicated both groups took longer to compose their essays. letters and sentences with the keyboard than by handwriting. The surveies besides showed that the kids were faster at bring forthing work and composing complete sentences by pen as they progressed in age. In the sum-up ( Berninger. et Al. 2009. p. 138 ) . it was concluded that kids need both handwriting experience every bit good as that of the keyboard. Handwriting will assist hone accomplishments such as calligraphy. authorship. and spelling. Using a computing machine will assist with the velocity and readability of the content the kids are developing. What does this mean as a intervention for dysgraphia?

Mortley. Enderby. & A ; Petheram ( 2001 ) believe that utilizing a computing machine will better functional authorship in patients with terrible dysgraphia. A reappraisal published in 1990 posed the inquiry: “Does computerized rehabilitation work? ’’ The writer of the reappraisal. discussed in Mortley. Enderby. & A ; Peteram’s ( 2001 ) article. concluded non adequate grounds was available at the clip to turn out whether computing machine rehabilitation worked or non. The writer went on to state ‘‘by fosterage or back uping unrealistic outlooks of complete recovery [ computing machine rehabilitation plans are ] therefore doing more jobs than they are work outing by manner of hapless accommodation of the person and household to the disability’’ ( Mortley. et Al. 2001 ) . Computer intercessions may besides assist older patients with dysgraphia. In a instance survey. a 67-year-old with a left carotid bruit ( unnatural narrowing of an arteria ) . caused by a shot. was on the waiting list for surgery. In the twelvemonth following. his address. colloquial ability. and handwriting suffered vastly ( Mortley. Enderby. & A ; Petheram. 2001. p. 445 ) .

The patient could non compose his name or do out a list. therefore turn outing his functionality was awry. to state the least. In the first twelvemonth. the patient showed no mark whatsoever of betterment. Psycholinguistic authorship ratings were overseen earlier therapy in order to analyze the type of composing lack involved. These ratings were repeated at eight hebdomad intervals to make a base-line reading of penmanship quality before get downing the intercession. The intervention lasted over six months and included stages such as practising his address. familiarising him with a dictionary and a computing machine. The patient had ne’er used a computing machine or a QWERTY keyboard and first needed preparation before utilizing package. By the terminal of the survey the patient was able to utilize a computing machine to pass on and could now finish a handwritten missive to his household ( Mortley. Enderby. & A ; Petheram. 2001. p. 445 ) Text to Speech Therapy for a Patient with Dysgraphia

Estes and Bloom ( 2011 ) led a survey utilizing voice acknowledgment package on a 65-year-old adult female who had Aspasia along with dysgraphia because of a shot. The intervention was conducted on the Dragon NaturallySpeaking Program ( text-to-speech computing machine package ) in 10 one-hour Sessionss ( Estes & A ; Bloom. 2011 ) . Surveies have shown good consequences for handling kids with larning disablements such as dyslexia and dysgraphia. in the countries of address and composing abilities with this package. Although the patient is non composing. her ideas can be more accurately typed. When Estes and Bloom were garnering information about this patient. she had trouble composing words. but was able to pull images without trouble. This demonstrates the patient had usage of her writing manus. but could non organize the letters to do up a complete word. The findings which this survey produced. illustrate that voice acknowledgment package can be efficaciously used by person with dysgraphia as an option to script ( Estes & A ; Bloom. 2011. p. 379 ) . Treatments for Other Disorders Could Work for Dysgraphia

Another type of upset that can do hapless script is developmental coordination upset ( DCD ) . Aside from missing coordination and balance when carry oning daily undertakings. DCD besides affects handwriting much like dysgraphia. merely on a smaller graduated table. A survey was conducted where a group of kids were put through a series of trials to measure their motor accomplishments such as siting a bike or composing words on a paper ( Banks. Rodger. Polatajko. 2008. p. 101-102 ) . The attacks chosen by the analysts and executed by the patients were to increase their script accomplishments. The patients were unsuccessful at hold oning what the assignment of handwriting required of them and how to outdo proceed with the executing thereof. The findings influenced the thought that DCD consequences chiefly from a cognitive job that manifests in motor skill acquisition troubles ( Banks. et Al. 2008. p. 108 ) . DCD is really much like dysgraphia in that script is affected in both countries. which may turn out that interventions for DCD may besides work for dysgraphia. Dysgraphia with Aphasia

Aphasia is a common degenerative disease that is frequently accompanied with dysgraphia. Rapp and Glucroft. ( 2009. p. 243 ) conducted neuropsychological testing on a adult female who had aphasia with a primary symptom of dysgraphia. At baseline testing. she was tested in image acknowledgment and had made multiple mistakes ; her ability to compose words and non-words was well diminished. The intervention process chosen for this survey was the spell-study-spell process where the patient spells a word. surveies. and spells it once more. This process was repeated until the word was spelled right. Her vocabulary and spelling were improved by the terminal of the intervention. but six months after intervention the benefits were reduced. Most words were spelled accurately and the survey was categorized as a success. even though merely one patient was studied ( Rapp & A ; Glucroft. 2009. p. 257 ) . Dysgraphic Turn-Around

Pickard. McAllister. and Horton. ( 2010 ) write about a figure of impulsive texts written by a shot victim 100 yearss after the shot. The patient was an educated and successful writer prior to the shot. The text written three and a half months after the shot was completed all with the patient’s non-dominant manus. After one twelvemonth the patient had returned to his normal vocabulary and composing ability as if nil occurred ( Pickard. McAllister. & A ; Horton. 2010. p. 1228 ) . The thought of the survey suggests that it is possible to derive control of handwriting and spelling accomplishments with immediate intervention after a shot. Decision

When researching different interventions for dysgraphia from the medical specialties that can be prescribed to the interventions or workarounds. non-medical interventions appear to be the obvious pick. judgment by the results of the surveies mentioned in this paper. Medicative interventions are used to assist an single focal point his/her energy to help the patient in decelerating down and concentrate on his/her calligraphy. Medicines such as Concerta and Ritalin seem to work ; nevertheless. popular sentiment is the possible zombie-like behaviour and could perchance be considered as a lazy manner out or a speedy hole. Based on the research presented above. the educational/non-traditional interventions are concluded to be the most advantageous and successful in bettering one’s spelling and script accomplishments for a individual with dysgraphia. Dysgraphia can impact a child’s public presentation in grade school which can take to troubles. doing it harder to win in professional life in the old ages to come. therefore the importance of carry oning such surveies as discussed in this paper to better understand the upset and attempt and work out the affliction.

Mentions

Adi-Japha. E. . Landau. Y. . Frenkel. L. . Teicher. M. . Gross-Tsur. V. . & A ; Shalev. R. ( 2007 ) . ADHD and dysgraphia: Implicit in mechanisms. Cortex ; A Journal Devoted To The Study Of The Nervous System And Behavior. 43 ( 6 ) . 700-709. Banks. R. . Rodger. S. . & A ; Polatajko. H. ( 2008 ) . Mastering script: How kids with developmental coordination upset win with CO-OP. OTJR: Occupation. Participation & A ; Health. 28 ( 3 ) . 100-109. Berninger. V. W. . Abbott. R. D. . Augsburger. A. . & A ; Garcia. N. ( 2009 ) . Comparison of pen and keyboard written text manners in kids with and without larning disablements. Learning Disability Quarterly. 32 ( 3 ) . 123-141. dysgraphia. ( 2012 ) . In hypertext transfer protocol: //www. merriam-webster. com/medlineplus. Retrieved April 19. 2012. from hypertext transfer protocol: //www. merriam-webster. com/medlineplus/dysgraphia Engel-Yeger. B. . & A ; Rosenblum. S. ( 2010 ) . The effects of drawn-out graphomotor undertakings on tripod pinch strength and script public presentation in kids with dysgraphia. Disability & A ; Rehabilitation. 32. 1749-1757. doi:10. 3109/09638281003734375 Estes. C. . & A ; Bloom. R. L. ( 2011 ) . Usingvoice acknowledgment package to handle dysgraphia in a patient with conductivity aphasia. Aphasiology. 25. 366-385. doi:10. 1080/02687038. 2010. 493294 Hillis. A. E. ( 2004 ) . Advancement in Cognitive Neuroscience Research on Dysgraphia: Introduction. Neurocase ( Psychology Press ) . 10 ( 2 ) . 89-90. Kohnen. S. . Nickels. L. . & A ; Coltheart. M. ( 2010 ) . Training rule-of- ( E ) : Further probe of a antecedently successful intercession for a spelling regulation in developmental assorted dysgraphia. Journal of Research in Reading. 33. 392-413. doi:10. 1111/j. 1467-9817. 2009. 01425. ten Kohnen. S. . Nickels. L. . Coltheart. M. . & A ; Brunsdon. R. ( 2008 ) . Predicting generalisation in the preparation of irregular-word spelling: Treating lexical spelling shortages in a kid. Cognitive Neuropsychology. 25. 1-33. doi:10. 1080/02643290802003000 Miceli. G. . & A ; Capasso. R. ( 2006 ) . Spelling and dysgraphia. Cognitive Neuropsychology. 23. 110-134. doi:10. 1080/02643290500202730 Mortley. J. . Enderby. P. . & A ; Petheram. B. ( 2001 ) . Using a computing machine to better functional authorship in a patient with terrible dysgraphia. Aphasiology. 15. 443-461. doi:10. 1080/02687040042000188 Neuropsychology. ( 2012 ) . In hypertext transfer protocol: //www. merriam-webster. com/medlineplus. Retrieved April 19. 2012. from hypertext transfer protocol: //www. merriam-webster. com/medlineplus/neuropsychology. Noggle. C. A. . Dean. R. S. . & A ; Horton. A. M. ( 2012 ) . The Encyclopedia of Neuropsychological Disorders. New York: Springer Printing Company. Pechman. R. ( 2010 ) . D is for. . Scholastic Parent & A ; Child. 18 ( 2 ) . 93-95. Pickard. R. . McAllister. J. . & A ; Horton. S. ( 2010 ) . Spontaneous recovery of authorship after shot: A instance survey of the first 100 yearss. Aphasiology. 24. 1223-1241. doi:10. 1080/02687030903437674 Psycholinguistic. ( 2012 ) . In hypertext transfer protocol: //www. merriam-webster. com/medlineplus. Retrieved April 19. 2012. from hypertext transfer protocol: //www. merriam-webster. com/medlineplus/psycholinguistic % 20. Rapp. B. . & A ; Glucroft. B. ( 2009 ) . The benefits and protective effects of behavioral intervention for dysgraphia in a instance of primary progressive aphasia. Aphasiology. 23. 236-265. doi:10. 1080/02687030801943054 Warshaw. M. ( 2004 ) . Motivation job or conceal disablement? Pediatricss for Parents. 21 ( 1 ) . 10-11. |

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Do Dysgraphia Treatments Really Work? Sample. (2017, Jul 19). Retrieved from https://graduateway.com/do-dysgraphia-treatments-really-work-essay-sample-1217/

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