Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study

Cecilia W.P. Li-Tsang; Tim M.H. Li; Mandy S.W. Lau; Choco H.Y. Ho; Howard W.H. Leung

doi:10.1002/mpr.1718

Author(s)

Cecilia W.P. Li-Tsang
Tim M.H. Li
Mandy S.W. Lau
Choco H.Y. Ho
Howard W.H. Leung

Related Research Unit(s)

Department of Computer Science

Detail(s)

Original language	English
Article number	e1718
Journal / Publication	International Journal of Methods in Psychiatric Research
Volume	27
Issue number	4
Online published	15 May 2018
Publication status	Published - Dec 2018

Link(s)

DOI	DOI https://doi.org/10.1002/mpr.1718 Final Published version
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Link to Scopus	https://www.scopus.com/record/display.uri?eid=2-s2.0-85047665983&origin=recordpage
Permanent Link	https://scholars.cityu.edu.hk/en/publications/publication(672a1820-4a78-407c-a8c2-a039e8e0f1ab).html

Abstract

Objectives: Attention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD-LD adolescents.

Methods: The study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD-LD, and their matched controls.

Results: Participants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD-LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD-LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD-LD with good sensitivity and positive predictive value.

Conclusions: Clinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.