Effects of Task-oriented Intervention for Pre-handwriting Performance in Preschool Children
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 36
- 试验地点
- 1
- 主要终点
- The Berry-Buktenica Developmental Test of Visual-Motor Integration
研究概览
简要总结
This study investigates the effectiveness of a task-oriented writing intervention in improving writing performance among preschool children. The intervention is designed to enhance early writing-related abilities through structured, goal-directed writing tasks that reflect functional and meaningful activities.
Eligible preschool children will participate in a series of task-oriented writing sessions delivered in a structured learning environment. Writing performance will be assessed before and after the intervention to examine changes associated with participation in the program.
Findings from this study are expected to provide evidence to support the use of task-oriented writing interventions in early childhood educational and therapeutic settings.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 4 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Preschool children diagnosed with sensory integration dysfunction.
排除标准
- •Children who are unable to follow simple instructions required for participation in the intervention.
结局指标
主要结局
The Berry-Buktenica Developmental Test of Visual-Motor Integration
时间窗: Baseline (pre-intervention), immediately post-intervention, and 4 weeks after completion of the intervention
Test of Visual Perceptual Skills-4th Edition
时间窗: Baseline (pre-intervention), immediately post-intervention, and 4 weeks after completion of the intervention.
次要结局
未报告次要终点