Table 2.1: Inclusion and exclusion criteria
For screening the title and abstract For reviewing the full text
Inclusion Papers were:
a) About Korean occupational therapy practice AND
b) Written either in English or in Korean AND
c) Targeting children as study population AND
d) Containing search strategy terms
Papers were:
a) About Korean occupational therapy practice AND
b) Written either in English or in Korean AND
c) Targeting children as study population AND
d) Having a handwriting topic Exclusion Papers were:
a) Not articles
b) Not relating to handwriting
c) Studies not conducted in South Korea but other countries
Papers were:
a) Not having original data on handwriting b) Not including the data from the
Table 2.2: Study settings
Type of Settings Name of Settings Study Identifiers
Education setting elementary school [13], [22]
kindergarten [5], [19]
special education school [11]
rehabilitation school [9]
daycare centre [15]
Hospitals university hospital [6], [7], [18]
rehabilitation hospital [4], [8]
Clinics/centres occupational therapy/sensory integration room [2], [20]
developmental clinic/centre [12], [21]
rehabilitation centre (inpatient/outpatient), [14] Multiple service
setting*
elementary school, clinic [3]
kindergarten, community rehabilitation centre (outpatient), university hospital (inpatient)
[10]
local children’s centre, church (Sunday school), private educational institute
[1]
Not specified [16], [17]
Table 2.3: Participant demographics - age
Category Study Identifiers
Years and/or months with: mean age and age-range [5], [7], [8], [9], [12], [13], [15], [16], [17], [18], [19], [22]
age range [10]
no mean age and age-range [2], [3], [4], [6], [11], [20], [21]
No years and/or months only age-range [14]
Table 2.4: Participant demographics - existence of medical conditions
Category Study Identifiers
Children with medical conditions: Cerebral palsy (CP) [4], [6], [8]*, [9], [14], [16] Attention Deficit Hyperactivity Disorder
(ADHD)
[2], [3]
Intellectual disability (ID) [11]
Developmental Coordination Disorder (DCD)
[12]
Syndrome & ID [20]
Mixed group [7]**, [10]***
Children without medical conditions:
Typically developing children (TCD) [1], [5], [13], [15], [17], [19], [22] TCD (having difficulty in maintaining
learning attitudes and relationships with peers)
[21]
Children with and without medical conditions
TCD + CP [18]
*Adults cohort was excluded.
**A mixed group consisted of CP, delayed development (DD), language disorder, intellectual disability and brain injury.
Table 2.5: Assessment administrators Administrators
mentioned:
Identified administrators OR professions if unidentified Study Identifiers
Yes clear Occupational therapist(s)/OT researcher(s) [3], [6], [7] Occupational therapists, OT researchers and OT students [5] Occupational therapist and physiotherapist [9] Special education teacher(s)/researcher(s) [11], [12] Yes but not clear OT (“therapists” or “observers” or “evaluator” or
“investigator”)
[2], [8], [15], [17]
OT and physiotherapy (“therapist”) [19] OT and physical medicine and rehabilitation (“evaluators”) [22]
No OT [1], [4], [13], [16],
[20], [21]
Special education [14]
OT and physiotherapy [18]
Table 2.6: Intervention type, programme and approaches Category Intervention type Intervention
name/tool Intervention approach Study Identifiers Handwriting as a primary focus Task-oriented handwriting program (targeting legibility + speed) Task-oriented intervention; copy contents of textbooks Sensory integration treatment Collaborative teamwork intervention for application of the low-tech assistive technology Task-oriented approach Sensory integration (SI) Collaborative teamwork approach [2] [3] [11] Task-oriented and performance component targeted handwriting program Customised vest targeting legibility + postural stability Visual perception training program targeting legibility + visual perception Sensory integrative intervention targeting legibility + fine motor function Sensory integration (SI) Nothing mentioned Sensory integration (SI) [12] [18] [21] Performance component targeted handwriting program Intentional Snoezelen program targeting eye- hand coordination Visual perception training program targeting eye-hand coordination Multi-sensory environment Nothing mentioned [4] [6] Handwriting as a part of measure not a program’s focus Task-oriented occupational therapy program Occupational therapy functional training* targeting performance of activities of daily living Occupation/activity focused approach [14] Performance component targeted program Sensory integration therapy targeting tactile sensitivity, postural response, bilateral coordination, fine motor skills and motor planning
Sensory integration (SI)
[20]
*Comparison study between occupational therapy functional training with and without therapeutic exercises focusing on gross motor and/or fine motor.
Table 2.7: Frequency and duration of interventions
Day/s a week Study Identifiers Minutes for a day Study Identifiers
1 [12], [18]* 10≤ -
2 [4], [21] 20≤ [2], [11], [18]*
3 [3], [6], [14] 30≤ [6], [14]
4 [11] 40≤ [3], [12], [21]
Not reported [2], [20] Not reported [4], [20]
*Intervention was conducted two times a day. The duration of each session was between 10 and 15 minutes so the total duration for a day was estimated at approximately 25 minutes.
Table 2.8: Intervention administrators Administrators
mentioned:
Identified administrators / professions if unidentified Study Identifiers
Yes clear Occupational therapists [12], [18]
OT researcher [6]
Collaborative team (consisting of occupational therapists and special education teachers)
[11]
Yes but not clear OT (“therapist”) [2], [3]
No OT [4], [20], [21]
Table 2.9: Participant screening criteria (based on groups of children with or without medical conditions)
Eligibility Criteria Study Identifiers for studies with Children who had medical conditions
Study Identifiers for studies with Children who have no medical conditions
No history of any disease or physical impairments / disabilities (e.g. visual, hearing, arm, hand functions)
[11], [12], [16] [13], [17], [19], [22]
Comprehensive developmental/functional status score
[6] tested with LAP,
[14] tested with Activities of Daily Living,
[8] tested with FIM (dressing and eating items)
[5] K-DDST-2, [15] K-DDST-2, [19] DDST-2
Can follow verbal instructions (no difficulty to understand)
[2] tested with K-WISC-3 for intelligence score,
[9], [11]
[19], [22]
No experience of receiving interventions [2] no previous handwriting intervention,
[3] no previous SI therapy program, [11] no previous handwriting therapy AND no previous experience on low-tech assistive device
[5] no previous special education or therapy
Table 2.10: Targeting measurements of observational cohort studies (except for instrumentation study)
Aim of study Handwriting quality Performance component Study Identifiers
Correlation legibility and speed visual perception, praxis [19], [22] legibility visual perception, fine motor
skills, proprioception, bilateral coordination & ULs speed, hand strength, sitting balance
[5], [15], [16], [17]
speed finger coordination [13]
writing as measure not a program focused
cognition [7]
Comparison (between groups)
speed as measure not a program focused
- [10]
Observation - in hand manipulation, grasp
pattern