Biomedical subjects

Patrice L Weiss

Publications and source records attributed to Patrice L Weiss.

6 recordsLinked to original sources

PubMed2006

Automatic segmentation as a tool for examining the handwriting process of children with dysgraphic and proficient handwriting.

The purpose of this study was to use an x-y digitizer to collect handwriting samples typical of those written by the child in his or her natural environment, to analyze these samples with novel segmentation algorithms, and to present them visually in ways that illuminate spatial and temporal dynamic features amongst children with dysgraphic and proficient handwriting. While using the POET software (Penmanship Objective Evaluation Tool), a paragraph was copied onto paper affixed to an x-y digitizer by third-grade students, 14 with proficient and 14 with poor handwriting. A segmentation algorithm was developed to automatically isolate writing segments. Results yielded significant differences between the groups in various measures, including the number of the raw segments (i.e., the number of segments before combined with letters), the number of reverse segments (i.e., when the participant returned to correct or complete a previously written segment), the number of letters per minute, and the mean "In-Air" time between letters. Variability in both the spatial and temporal domains of instances of the same letter throughout the text was greater among the dysgraphic handwriters in comparison to the variability among the proficient. These results demonstrated the potential of using automated analytic techniques and visual display to achieve a more comprehensive understanding of handwriting difficulties.

Agraphia↗

PubMed2006

Virtual reality training for stroke rehabilitation.

OBJECTIVE: To evaluate the effectiveness of a 2-D virtual reality (2DVR) programme in the training of people with stroke on how to access and use the station facilities of the Mass Transit Railway (MTR). METHOD: A flat-screen 2DVR based training programme and a corresponding, typical psycho-educational programme with video modelling were developed for comparison through a research design that involved a randomised control group pre-test and post-test. RESULTS: Twenty and sixteen subjects respectively received 10 training sessions using the 2DVR strategy and a video-based psycho-educational programme. An additional 22 subjects formed the control group. They were assessed by using a behavioural checklist of MTR skills and a newly validated MTR self-efficacy scale. The subjects of both training groups showed a significant improvement in their knowledge, skills and self-efficacy in using the MTR (p<0.01), whereas, the MTR skills and self-efficacy of the control group remained stable over a four-week interval. CONCLUSION: Though both training programmes were effective in training the patients with stroke, they demonstrated differential improvements in MTR skills and related self-efficacy. Additional studies are recommended to identify the most effective training procedures for maintaining these skills and the best transfer ratio in the training of VR-based community living skills of people with stroke.

Aged↗

PubMed2004

Video capture virtual reality as a flexible and effective rehabilitation tool.

Video capture virtual reality (VR) uses a video camera and software to track movement in a single plane without the need to place markers on specific bodily locations. The user's image is thereby embedded within a simulated environment such that it is possible to interact with animated graphics in a completely natural manner. Although this technology first became available more than 25 years ago, it is only within the past five years that it has been applied in rehabilitation. The objective of this article is to describe the way this technology works, to review its assets relative to other VR platforms, and to provide an overview of some of the major studies that have evaluated the use of video capture technologies for rehabilitation.

Journal Article↗

PubMed2003

The In Air phenomenon: temporal and spatial correlates of the handwriting process.

From 10 to 30% of elementary school-aged children have handwriting difficulties. Examination of such difficulties is important given the variety of academic, emotional, and social consequences that they can impose. One such common problem is the tendency of children to pause while writing. Thus the objective of this study was to use a computerized digitizer system to examine the tendency of poor writers to pause while writing. Handwriting samples of varying type and length were collected from Grade 3 students, 50 of whom were proficient writers and 50 of whom were poor writers as judged by a questionnaire completed by the classroom teachers and verified by the Hebrew Handwriting Evaluation. Analysis indicated that the so-called pauses are not stationary breaks between the writing of successive segments because letters and words were usually associated with considerable movement of the pen above the writing surface. This In Air writing occurred with significantly greater frequency for poor writers than for the proficient writers in most handwriting tasks. The results suggest possible underlying perceptual-motor difficulties, which could be considered when planning effective handwriting interventions.

Child↗

PubMedDate not supplied

Computerized temporal handwriting characteristics of proficient and non-proficient handwriters.

OBJECTIVE: The purpose of this study was to use computerized temporal measures to examine and compare the writing process of proficient and non-proficient third-grade handwriters. METHOD: A computerized digitizer system was used to compare the temporal handwriting measures of two groups of 8-9-year-old students. Classroom teachers used a questionnaire to identify 50 students who were non-proficient handwriters and 50 students who were proficient handwriters. Multivariate analysis of variance (MANOVA) analyses were used to test for the group differences across tasks for each dependent variable. Total time, "on paper" time, "in air" time, speed, and number of characters per minute were recorded as the participants performed graded writing tasks. RESULTS: Non-proficient handwriters required significantly more time to perform handwriting tasks [F(4,91) = 14.83, p < .0001]; their "in air" time, was especially longer as compared to the proficient handwriters [F(4,91) = 13.63, p < .0001]. Their handwriting speed was slower [F(4,91) = 5.99, p < .0002], and they wrote fewer characters per minute (F(4,91) = 14.63, p < .0001). CONCLUSION: The use of a computerized handwriting system provides objective temporal measures of handwriting performance, and may lead to the development of additional tools for the evaluation and treatment of handwriting difficulties.

Agraphia↗

PubMedDate not supplied

Predicting occupational performance: handwriting versus keyboarding.

PURPOSE: To determine whether there is a correlation between handwriting and keyboarding speed and accuracy, and whether handwriting and keyboarding share common underlying components. METHODS: Sixty-three typically developing 5th-grade students attended a series of 15 keyboarding lessons for a total of 5 hours. Prior to the lessons, cognitive, sensory, and motor skills related to handwriting were evaluated. Prior to and following the lessons keyboarding and handwriting accuracy and speed were also tested. Correlations were employed to examine relationships between handwriting and keyboarding skills and multiple regression analyses were used to examine the contribution of performance components to handwriting and keyboarding performance. RESULTS: Following keyboarding instruction, a significant correlation was found between handwriting and keyboarding speed, but not in accuracy of these tasks. Similarly, some of the specific tests measuring tactile and oculo-motor functions were found to be related to both handwriting and keyboarding speed, yet accuracy of these tasks did not share common underlying components. CONCLUSIONS: It appears that handwriting and keyboarding accuracy may entail different skills, suggesting that keyboarding may be a potential alternative writing tool for students with handwriting difficulties. It also appears that when students write slowly, handwriting speed should be considered prior to recommending keyboarding for these students. Additional research is required to further support these findings.

Child↗