Abstract: Objective To explore the effect of motor intervention on children with attention deficit hyperactivity disorder (ADHD) and dysgraphia, in order to provide reference for the development of non-drug intervention approaches for children with ADHD and dysgraphia. Methods A 6.9-year-old boy with ADHD and dysgraphia was selected as the study subject for an 8-week online motor intervention. Before and after the intervention, the subject′s fine motor ability was assessed by Movement Assessment Battery for Children (MABC-2) and Grooved Pegboard Task (GPT). Development Test of Visual Perception-3 (DTVP-3) and Tseng Handwriting Problem Checklist (THPC) were used to evaluate the subject′s visual perception and writing ability, respectively. Results Before the intervention, the fine hand movements of MABC-2 in children were significantly backward. The nailing time of GPT for preferred and non-preferred hand was 40 seconds and 41 seconds, respectively. Visual perception and visual motor integration ability in DTVP-3 were at the backward level. The subject scored 51 points in THPC. After the intervention, the hand fine motor of MABC-2 increased by 48%, reaching the average level. Hand nailing speeds of preferred and non-preferred hand in GPT increased by 22.5% and 19.5% respectively. Visual perception and optokinetic integration in DTVP-3 reached the average level, and THPC score increased by 59.9%. Conclusion A personalized intervention program characterized by promoting fine movement, visual perception and visual motor integration, can effectively improve the fine motor development and visual perception development of ADHD children with dysgraphia, effectively reduce writing errors, improve writing speed and neatness, and contribute to the development of writing ability.

Key words: attention deficit hyperactivity disorder, handwriting disorder/dysgraphia, children, motor intervention

摘要： 目的 探究注意缺陷多动障碍(ADHD)合并书写障碍儿童运动干预的效果,为开拓ADHD合并书写障碍儿童的非药物干预手段提供借鉴。方法 选取1名ADHD合并书写障碍的6.9岁男童为研究对象,进行为期8周的线上运动干预。干预前、后,采用儿童标准运动协调能力测试(MABC-2)、钥匙型凹槽钉板(GPT)评估患儿的精细动作能力;采用视觉发展测试(DTVP-3)、曾氏书写检查表(THPC)分别评估患儿的视知觉能力和书写能力。结果 干预前,患儿的MABC-2手部精细动作处于“明显落后水平”;GPT的惯用、非惯用手插钉时间分别为40 s和41 s;DTVP-3视觉感知和视动整合能力均处于“落后水平”;THPC得分51分。干预后,MABC-2手部精细动作提高48%,达到“平均水平”;GPT的惯用、非惯用手插钉速度分别提升22.5%和19.5%;DTVP-3视觉感知和视动整合均达到“平均水平”;THPC得分提高59.9%。结论 以促进精细动作、视觉感知和视动整合能力为提升特点的个性化干预方案,可有效提高ADHD合并书写障碍儿童的精细动作发展和视知觉发展,并能有效降低书写错误、提高书写速度和工整性,有助于书写能力的发展。

关键词: 注意缺陷多动障碍, 书写障碍, 儿童, 运动干预