Is There a Deficit in Product and Process of Handwriting in Children with Attention Deficit Hyperactivity Disorder? A Systematic Review and Recommendations for Future Research

• Published in: Children (Basel) Vol. 11; no. 1; p. 31
• Main Authors: Puyjarinet, Frédéric, Chaix, Yves, Biotteau, Maëlle
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 27.12.2023; MDPI
• Subjects: ADHD; Attention deficit hyperactivity disorder; Comorbidity; Digitization; dysgraphia; Handwriting; Hyperactivity; Impulsivity; Kinematics; Learning disabilities; Life Sciences; Motor ability; process of handwriting; product of handwriting; Systematic review; Validity; Writing; product of handwriting; handwriting; ADHD; dysgraphia; process of handwriting; ADHD handwriting dysgraphia product of handwriting process of handwriting
• ISSN: 2227-9067; 2227-9067
• DOI: 10.3390/children11010031

Handwriting abnormalities in children with attention deficit hyperactivity disorder (ADHD) have sometimes been reported both (i) at the product level (i.e., quality/legibility of the written trace and speed of writing) and (ii) at the process level (i.e., dynamic and kinematic features, such as on-paper and in-air durations, pen pressure and velocity peaks, etc.). Conversely, other works have failed to reveal any differences between ADHD and typically developing children. The question of the presence and nature of handwriting deficits in ADHD remains open and merits an in-depth examination. The aim of this systematic review was, therefore, to identify studies that have investigated the product and/or process of handwriting in children with ADHD compared to typically developing individuals. This review was conducted and reported in accordance with the PRISMA statement. A literature search was carried out using three electronic databases. The methodological quality of the studies was systematically assessed using the Critical Appraisal Skills Program (CASP) criteria. Twenty-one articles were identified. Of these, 17 described handwriting quality/legibility, 12 focused on speed and 14 analyzed the handwriting process. All the studies (100%) with satisfactory methodology procedures reported an impaired product and process in children with ADHD, while 25% evidenced a difference in the speed of production. Most importantly, the studies differed widely in their methodological approaches. Substantial gaps remain, particularly with regard to ascertaining comorbidities, ADHD subtypes and the medical status of the included children. The lack of overall homogeneity in the samples calls for higher quality studies. We conclude with recommendations for further studies.