![]() There are no studies that thoroughly compare the writing performance of students who use one of the four mature grasp patterns versus those who are using immature or atypical grasp patterns. This informs us that if a school-aged child is demonstrating any of the above grasp patterns, we should leave it be.īut research about atypical grasp patterns and their relationship to writing performance is seriously lacking. Studies that looked at the relationship between pencil grasp and writing efficiency have found no significant differences in writing legibility or speed when comparing all four grasps to one another (Dennis & Swinth, 2001 Koziatek & Powell, 2003 Schwellnus et al., 2012 Schwellnus et al., 2013). Research shows that the quadrupod, lateral tripod, and lateral quadrupod grasps are equally as effective as the tripod. While the dynamic tripod grasp is known for being the “gold standard” for pencil grasps, there are actually 3 other mature grasp patterns that are just as desirable.įour mature grasp patterns (Schwellnus, 2012) The term tripod refers to the number of fingers (three) that grasp the utensil, and the term dynamic refers to the use of small finger movements to control the utensil. For a long time now, the “textbook” example for a mature pencil grasp has been the dynamic tripod grasp. Let’s have a quick chat about mature grasp patterns. But how do you know whether you should encourage a more “traditional” grasp or just leave it be?ĭoes pencil grasp really matter? Well, it depends. Atypical grasp patterns can illicit quite a strong response from parents, educators and OT practitioners alike. ![]() “Did you SEE how so-and-so was holding their pencil?!” “When do I try to change a student’s pencil grasp?” “What is the most functional pencil grasp?” ![]() One of the most common things I get asked about as a pediatric occupational therapist in the school-based setting is pencil grasp.
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