Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Understanding Dysgraphia

Understanding Dysgraphia 1.5 CONTACT HOURS Learning outcomes: Seventy-five percent of participants will be able to demonstrate knowledge about dysgraphia including educational interventions, types of presentations, and etiologies by achieving a posttest score of 70% or greater. Learning objectives: After reading the article and completing the posttest, the participant will be able to: 1. Describe presentations of dysgraphia and different types of dysgraphia. 2. Identify how dysgraphia is diagnosed and interventions used for treatment. 3. Explain etiologies that can cause dysgraphia to occur in children and adults. Posttest: Case scenarios Case-based assessment: Placing yourself in the role of the school nurse in an elementary school, use the scenario below to apply knowledge and skills learned in the attached article. Questions #1 - #10 will be based on the below case scenario. Case Scenario: JJ is a second-grade student who has been struggling with illegible handwriting. As the school nurse, you sense frustration from JJ’s teachers and parents because their efforts to help JJ have been unsuccessful. When you notice JJ’s challenges grasping his pencil, you suggest an evaluation for dysgraphia. 1. When JJ’s parents ask how dysgraphia can 4. JJ’s handwriting is unreadable. It has 8. You explain to JJ’s parents that dysgraphia be diagnosed, you explain that irregular spacing between words and his let- is not only a pediatric neurodevelopmental ters are rarely between the lines. This type of problem, but it also presents in adults a. radiologic imaging of JJ’s hands will be dysgraphia is a. who refrain from any type of alcohol use. performed. a. spatial. b. with a history of an injury to their b. JJ’s writing impairments and impact on b. phonologic. dominant hand. education will be observed. c. dyslexic. c. who have experienced trauma, infection c. laboratory testing will be ordered and and/or disease. reviewed for abnormalities. 5. If JJ starts to experience challenges with spelling in addition to his illegible writing, it 9. Part of the multidisciplinary approach to 2. JJ’s parents ask about the origin of his would be indicative of treating JJ’s dysgraphia involves using jump- dysgraphia and learning disability. You explain a. dyslexic dysgraphia. ing ropes and monkey bars. You explain to that cerebellar and cortical dysfunction occurs b. phonologic dysgraphia. JJ’s parents that these activities will help him due to improve his c. motor dysgraphia. a. components not related to factors of heredity. a. fine motor skills. b. several conditions of organic, functional, and 6. JJ has a strong verbal working memory and b. gross motor skills. genetic causes. has a satisfactory ability to sound-out words. c. body posture. c. a specific type of disorder that impacts the This eliminates JJ having a diagnosis of bones in the dominant hand. a. motor dysgraphia. 10. It is important that JJ’s educators and b. phonologic dysgraphia. parents 3. You explain the importance of early detec- c. dyslexic dysgraphia. a. provide emotional support to help build tion for JJ because most children with dys- self-esteem to avoid feelings of inadequacy. graphia require 7. When observing JJ for signs and symptoms b. avoid alternative forms of written assignment a. rigorous focus and grading on handwriting of dysgraphia, you should keep in mind that completion such as options of oral or neatness. 30% to 47% of children who present with writ- recorded. b. an increased workload through elementary ing problems also have c. encourage greater speed when writing to help school years. a. head trauma. complete quizzes and assignments on time. c. lifelong coping and adaptation skills for read- b. a cerebrovascular injury. ing and writing. c. reading problems. Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved. NMIE0323_NCPD_Dysgraphia_Online_Deepak.indd 1 21/01/23 10:56 AM http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nursing Made Incredibly Easy! Wolters Kluwer Health

Understanding Dysgraphia

Nursing Made Incredibly Easy! , Volume 21 (2) – Mar 1, 2023
Download PDF
1 page

Loading next page...
 
/lp/wolters-kluwer-health/understanding-dysgraphia-k7p1DVCdKW

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Wolters Kluwer Health
Copyright
Wolters Kluwer Health, Inc. All rights reserved.
ISSN
1544-5186
eISSN
1552-2032
DOI
10.1097/01.nme.0000920520.26260.94
Publisher site
See Article on Publisher Site

Abstract

1.5 CONTACT HOURS Learning outcomes: Seventy-five percent of participants will be able to demonstrate knowledge about dysgraphia including educational interventions, types of presentations, and etiologies by achieving a posttest score of 70% or greater. Learning objectives: After reading the article and completing the posttest, the participant will be able to: 1. Describe presentations of dysgraphia and different types of dysgraphia. 2. Identify how dysgraphia is diagnosed and interventions used for treatment. 3. Explain etiologies that can cause dysgraphia to occur in children and adults. Posttest: Case scenarios Case-based assessment: Placing yourself in the role of the school nurse in an elementary school, use the scenario below to apply knowledge and skills learned in the attached article. Questions #1 - #10 will be based on the below case scenario. Case Scenario: JJ is a second-grade student who has been struggling with illegible handwriting. As the school nurse, you sense frustration from JJ’s teachers and parents because their efforts to help JJ have been unsuccessful. When you notice JJ’s challenges grasping his pencil, you suggest an evaluation for dysgraphia. 1. When JJ’s parents ask how dysgraphia can 4. JJ’s handwriting is unreadable. It has 8. You explain to JJ’s parents that dysgraphia be diagnosed, you explain that irregular spacing between words and his let- is not only a pediatric neurodevelopmental ters are rarely between the lines. This type of problem, but it also presents in adults a. radiologic imaging of JJ’s hands will be dysgraphia is a. who refrain from any type of alcohol use. performed. a. spatial. b. with a history of an injury to their b. JJ’s writing impairments and impact on b. phonologic. dominant hand. education will be observed. c. dyslexic. c. who have experienced trauma, infection c. laboratory testing will be ordered and and/or disease. reviewed for abnormalities. 5. If JJ starts to experience challenges with spelling in addition to his illegible writing, it 9. Part of the multidisciplinary approach to 2. JJ’s parents ask about the origin of his would be indicative of treating JJ’s dysgraphia involves using jump- dysgraphia and learning disability. You explain a. dyslexic dysgraphia. ing ropes and monkey bars. You explain to that cerebellar and cortical dysfunction occurs b. phonologic dysgraphia. JJ’s parents that these activities will help him due to improve his c. motor dysgraphia. a. components not related to factors of heredity. a. fine motor skills. b. several conditions of organic, functional, and 6. JJ has a strong verbal working memory and b. gross motor skills. genetic causes. has a satisfactory ability to sound-out words. c. body posture. c. a specific type of disorder that impacts the This eliminates JJ having a diagnosis of bones in the dominant hand. a. motor dysgraphia. 10. It is important that JJ’s educators and b. phonologic dysgraphia. parents 3. You explain the importance of early detec- c. dyslexic dysgraphia. a. provide emotional support to help build tion for JJ because most children with dys- self-esteem to avoid feelings of inadequacy. graphia require 7. When observing JJ for signs and symptoms b. avoid alternative forms of written assignment a. rigorous focus and grading on handwriting of dysgraphia, you should keep in mind that completion such as options of oral or neatness. 30% to 47% of children who present with writ- recorded. b. an increased workload through elementary ing problems also have c. encourage greater speed when writing to help school years. a. head trauma. complete quizzes and assignments on time. c. lifelong coping and adaptation skills for read- b. a cerebrovascular injury. ing and writing. c. reading problems. Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved. NMIE0323_NCPD_Dysgraphia_Online_Deepak.indd 1 21/01/23 10:56 AM

Journal

Nursing Made Incredibly Easy! – Wolters Kluwer Health

Published: Mar 1, 2023

There are no references for this article.