Anne Henderson
Boston University
18 Papers
293 Citations
Anne Henderson is an academic researcher from Boston University. The author has contributed to research in topics: Occupational therapy & Head start. The author has an hindex of 12, co-authored 18 publications.
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Papers
Fine motor activities in Head Start and kindergarten classrooms.
TL;DR: A difference between the two environments is described, informing Head Start of the fine motor demands their graduates face in kindergarten, suggesting a developmentally appropriate increase infine motor demands.
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Relationship between motor proficiency, attention, impulse, and activity in children with ADHD.
TL;DR: Investigating the relationship between motor performance, attention deficit, impulsiveness, and hyperactivity in children with attention‐deficit–hyperactivity disorder found activity level was a predictor for gross motor proficiency but not for fine motor tasks, suggesting that different behavioral processes are involved in fine and gross motor performance to different extents.
176
Descriptive analysis of the developmental progression of grip position for pencil and crayon control in nondysfunctional children.
TL;DR: In this paper, the authors investigated the developmental progression in pencil and crayon grip using 320 non-functional children aged 3.0 to 6.11 years, with 20 boys and 20 girls at each 6-month age interval.
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•Journal Article
Patterns of visual spatial inattention and their functional significance in stroke patients
TL;DR: Patients demonstrating hemi-inattention were significantly worse in ADL performance than patients with nonlateralized inattention or patients with normal attention, but that the latter two groups did not differ from each other.
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The relationship between the Evaluation Tool of Children's Handwriting and teachers' perceptions of handwriting legibility.
TL;DR: The ecological validity of theETCH, in reference to the teachers' perception of handwriting legibility, was not established and further changes for scoring criteria may be warranted before the ETCH can be used with confidence that the scores obtained are meaningfully related to actual performance in the classroom as determined by teachers.
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