Behavioral intervention with fine motor training for dysgraphia in school going children

Abstract

Aim: The main objective of this study was to examine the effectiveness of Behavioral Intervention with fine motor training on behavioral problems and learning disabilities in children with writing difficulties (dysgraphia). Materials and Methods: Those school going children who were average IQ, low academic performance and scored less than 50 on diagnostic test of learning disability (DTLD) and less than 5 on Eye-hand Coordination (EHC) subtest of DTLD were identi-fied as subjects with writing difficulties. Subjects were also rated by teachers on behavioural problem checklist in pre-post condi-tion. Seventy children with dysgraphia taken for intervention from the age group of 8-11 years (out of these 14 were dropouts). The quasi-experimental design was used. Hence, 28 subjects were part of the experimental group and the rest of the subjects were included in the placebo group. Three-month intervention (behavioural intervention with fine motor training) with 2 sessions per week was given to the experimental group through group and individual sessions. Placebo group were only involved in daily routine activities. After the intervention, all measurements were again administered. SPSS 16 V. was used for statistical analysis. Results: The results in eye-hand coordination (Wilcoxon W=28.000;Z=-4.059;p=.000) and diagnostic test of learning disability total score (F=4.656, p=.035) show a significant increase on post-intervention for the experimental group. The results in behavioural problems show a significant decrease in post-intervention for the experimental group (F=40.179; p=.000). Conclusions: Behavioral intervention with activity-based fine motor training to be useful in the classroom. The research empirically proves that activity had a positive effect in enhancing the EHC and overall psychological health with reducing behavioural problems in Children with writing difficulties.