Attention deficit hyperactivity disorder, often referred to as ADHD, is a condition in which individuals struggle to maintain focus and attention and often have difficulty controlling behavior. It is commonly first diagnosed in childhood when children begin demonstrating difficulty in functioning in school. Dysgraphia is a difficulty in learning that impacts children's ability to express themselves through writing. The co-occurrence of ADHD and learning disabilities, like dysgraphia is found in approximately 4 percent of the population according to a survey of children ages 6 to 17 conducted by the Centers for Disease Control and Prevention.
Symptoms of Inattention
Children with ADHD often demonstrate difficulties maintaining focus and concentration. They may seem as though they are not listening when spoken to or appear to be daydreaming. When given directions or told to complete a task, they may not follow through. They may be viewed as absent minded or distracted, forgetting or losing important things. In schoolwork, they may appear to rush, often making mistakes. For children who predominantly experience inattentive symptoms, they may not act out but simply appear confused and inattentive to their surroundings.
Symptoms of Hyperactivity and Impulsivity
While some children experience symptoms of inattention alone, others experience difficulty controlling hyperactive and impulsive behavior by itself or in conjunction with inattentive symptoms. Children who struggle with hyperactivity may have trouble sitting still or in their chair, seem to be always running and touching things, and constantly talking. They often seem to impulsively act without thinking, shouting out responses and interrupting others. They may appear impatient and unable to wait their turn. These symptoms are often disruptive and more easily identifiable in younger children.
Identification of Dysgraphia
The process of writing requires several different skills, including motor skills along with the processing of verbal or auditory information. According to the National Center for Learning Disabilities, children who struggle with writing may demonstrate poor handwriting, difficulty with spelling, unusual pencil grip, leave out words in sentences, poor grammar and sentence structure; fatigue when writing, and/or struggle to organize thoughts into writing. They may also demonstrate significantly more understanding and knowledge of a subject when discussing it than when asked to write it down on paper. Each individual difficulty is not necessarily indicative of dysgraphia, but concerns with any of these suggest the need for further investigation.
Treatment Strategies for Young Children
The National Center for Learning Disabilities describes different ways to approach difficulties with written expression. For some children, the use of an alternative to writing, such as a computer, may be beneficial; however, practicing handwriting skills should be encouraged. Some suggestions for assisting younger children include using lined paper and choosing pencils that can be gripped well. It is important to practice the motor aspects of handwriting, including pencil grip, hand posture and how to hold the paper. Children should also be encouraged to learn letter shapes through many avenues, such as verbalizing, for example, "draw a big stick and a loop," and drawing with arm motions in the air.
Treatment Strategies for Older Children
After learning the basics, older children can focus more on the process of writing. It is helpful to give older children the tools to organize their writing before they start, and then to proofread and spellcheck after they are finished. Allowing these children to complete writing in stages or steps can be helpful in their processing and frustration tolerance. While some children may still benefit from using a computer or recorder to get ideas down, handwriting should still be encouraged for essential tasks. The key is to minimize children's frustration by enhancing their skills but also accommodating their difficulties with alternative means of assessing knowledge and taking notes.
