The effectiveness of perceptual-motor skills training on executive functions in students with dysgraphia

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Falahatgar Mutlaq Amir Reza; Hosseinkhanzadeh Abbas Ali; Abolghasemi Abbas

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Journal Paper

Paper Information

Journal: Journal of Child Mental Health Year:2024 | Volume:11 | Issue:2 Page(s): 52-69

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Information Journal Paper

Title

The effectiveness of perceptual-motor skills training on executive functions in students with dysgraphia

Author(s)

Falahatgar Mutlaq Amir Reza | Hosseinkhanzadeh Abbas Ali | Abolghasemi Abbas | Issue Writer Certificate

Keywords

Executive functionsQ4

perceptual-motor skillsQ4

dysgraphiaQ4

Abstract

Background and Purpose: dysgraphia causes some serious problems in writing which is an abstract and complex activity. Given the relationship between dysgraphia and various cognitive functions, this study aimed to evaluate the effectiveness of perceptual-motor skills training on the Executive functions in students with dysgraphia. Method: This research was a quasi-experimental study with pretest-posttest control group design. The population included all the students with dysgraphia and aged 8 to 12 who had referred to the learning disability centers in Rasht during the academic year 2023-2024. From this population, a sample of 26 students was selected by convenience sampling and then randomly assigned to the experimental (n=13) and control group (n=13). The experimental group received twelve 45-min sessions of the Werner-Rini perceptual-motor skills program training, while the control group underwent the routine training provided by the learning disability center,however, they received a summary of the intervention at the end of the study. Data were collected by Minnesota Handwriting Test (1993) and Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA) (2012). The data were analyzed using analysis of covariance in SPSS-26. Results: The results of the data analysis indicated that perceptual-motor skills training led to the improvement of Executive functions (F=28. 87, P<0. 05) and its components, including self-management of time (F=8. 21, P<0. 05), self-organization/problem-solving (F=5. 77, P<0. 05), self-control/inhibition (F=6. 50, P<0. 05), self-motivation (F=11. 04, P<0. 05), and emotional self-regulation (F=5. 17, P<0. 05) in the students with dysgraphia (P<0. 05). Conclusion: perceptual-motor skills training can enhance brain growth and development by stimulating neural pathways. Also, it can lead to the improvement of Executive functions such as self-management of time, self-organization/problem-solving, self-control/inhibition, self-motivation, and emotional self-regulation in students with dysgraphia by increasing the function of the neural system. Therefore, it can be considered as one of the key intervention strategies for the rehabilitation of these students.

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