Mental Practice Combined With Repetitive Task Practice to Rehabilitate Handwriting Dysfunction in School-Age Children

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Abstract

Date Presented 4/1/2017

In a quasi-experimental study, 20 typically developing first and second graders with poor handwriting significantly improved and retained growth as measured by the Minnesota Handwriting Assessment, establishing the potential effectiveness of mental practice coupled with repetitive task practice in remediating motor control in children.

Primary Author and Speaker: Ghazala Saleem

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