Developmental Dysgraphia Clinical Trial
Official title:
Handwriting Intervention, With vs. Without a Rightward Bias, in a Junior High School-A Randomized Controlled Study
Children who attend School-Based Occupational Therapy (SBOT) show mixed dominance and a liable decreased in the structural and functional differentiation between the two hemispheres. The lack of right-left disparity has been found to link to mirror invariance, poor spatial organization, fragmentary reversals, and handwriting difficulty. This study intends to find out, whether, Sensory Motor Lateralization (SML), "With" a rightward bias, profits handwriting more than the conventional (CON) "Without".
10 to 30% of school children suffer handwriting difficulty. Many of them are eventually
referred to SBOT for remedial intervention. Among these children, 70% show mixed dominance in
their hand and/or leg use, and a likely functional and structural interhemispherical
asymmetry reduction. This would make them right-left symmetrical. Learning, thus, may be
challenged, because people who are right-left balanced would not have a consistent reference
point to process the learning materials regularly in any pre-determined directions. They are,
thus, prone to suffer mirror invariance, fragmentary reversal errors, and handwriting
difficulty, especially with the fast and accurate construction of asymmetrical letters from
memory.
To enhance right-left disparity, dispel mirror invariance, and facilitate the automatized
handwriting, SML preferentially belabors one's right eye, ear, hand and leg in therapy, that
would greater engage the left hemisphere for its acclaimed vantages over learning. This study
investigates, whether SML, wielding such a rightward bias, profits handwriting greater than
CON.
;
| Status | Clinical Trial | Phase | |
|---|---|---|---|
| Completed |
NCT02620098 -
Effectiveness of a Handwriting Intervention
|
N/A | |
| Completed |
NCT03514992 -
Handwriting Intervention, SML vs. Conventional Occupational Therapy (OT), in a Junior High School
|
N/A |