Exploratory study of handwriting disorders in school-aged children for a better nosography

Introduction Handwriting disorders (HDs) are prevalent in elementary school children, but their nature is poorly understood. Moreover, the diagnosis of dysgraphia often too quickly concluded on a single assessment. Objectives In present study, we aimed to use transdisciplinary assessment approach. We looked for provide objective data better understand and aetiology HDs. Methods 27 aged children with HDs 6-11 years were included study compared typically developing children. They performed normed prescriptural task copying cycloid loops. Postural gestural inter-segmental coordination arm movements recorded two video cameras allowing 2D reconstruction gesture. Spatial/temporal kinetic kinematic measures digital pen. All underwent standardized clinical assessments neuropsychomotor, neuropsychological oculomotor functions. The handwriting test (BKK) used. Results seem very heterogeneous. However, there significantly poorer kinetic/kinematic performances tracings Furthermore, it was possible highlight three levels HDs: mild HD not detected by BHK (26% children), moderate (33%), identified (41% children). dectected seems occur relatively low frequency associated during assessments. On contrary, appears linked high majority (55% children) leading visual-perceptual difficulties (44%). Conclusions appear be multifactorial have common characteristics immaturity synergy arm, spatio-temporal parameters. Dysgraphia occurs more severe as visual perception impairments. Our findings importance nosography evaluation order decision-making processes remediations. Disclosure Interest None Declared