Existing Interventions for the Management of Different Types of Dysgraphia or Specific Learning Disorder in written expression: A Scoping Review

Objective: Dysgraphia is the Specific Learning Disorder with difficulties in written expressions. Identifying and remedying these children is a biggest challenge in academic institutes. Different interventions are used to rehabilitate these children. This scoping review aims to map existing interventions for different types of dysgraphia with their outcomes in multiple context i.e. schools, rehabilitation centers, home-based services, and clinics. Inclusion Criteria: This review included studies used educational, therapeutic, technological, or behavioural interventions on children, and adolescents with dysgraphia or written expression difficulties. Quantitative, qualitative, and mixed-methods studies conducted in the context of school, clinics, home settings, or rehabilitation centers were included. Studies focusing on unrelated disabilities, diagnostic studies, and theoretical papers without intervention focus were excluded. Methods: PubMed, EuroPMC, Cochrane Library, Science Direct, EBSCO, DOAJ and Google Scholar were searched for evidence based articles. Two independent reviewers screened titles and abstracts using Rayyan web app. Discrepancies were resolved by consensus with a third reviewer and the full texts were retrieved. Two Independent reviewers screened the full text articles. Disagreements were resolved through consultation with third reviewer. Data were charted using a standardized form. The extraction process independently conducted by two reviewers to ensure reliability, with discrepancies resolved by discussion with a third reviewer. Results: Forty seven articles included in the review, targeting educational, therapeutic, multisensory, computer-based, and combined interventions to address dysgraphia. Four themes were emerged: (a) Improvements in Foundational Writing Mechanics, (b) Advancements in Composition and Higher-Order Writing, (c) Broader Academic and Cognitive Benefits, (d) Positive Affective and Behavioral Outcomes. Each theme with their subtheme is linked with targeted intervention addressed in the studies. Conclusion: This review revealed computer-based and educational interventions were used in most of the studies and among themes foundational writing mechanics is widely addressed. Studies lack in addressing different types of dysgraphia. A holistic approach with a large scale study is recommended addressing multiple underlying writing mechanics along with psychological concerns.