Hey readers! This week, I am implementing a play session during fieldwork at an early childhood education center. The play session that I am implementing is aimed at working on handwriting skills for a child who is a little behind the developmental average. For that reason, I thought it would be a great week to chat about handwriting interventions! If you are a pediatric OT, especially practicing in schools, this is something that you probably know a lot about. Check out this article, then comment your answers to the discussion questions right here on the blog or over on Instagram!
- How do handwriting difficulties impact a child’s performance in school and/or self-esteem?
- What therapeutic dosage of handwriting intervention do you currently provide for your clients, and what research supports this?
- What problems arise for handwriting interventions that are high-intensity and high-duration? (e.g. for the family, for teachers, in real-world application)
- Do you use the Test of Handwriting Function, Revised (Milone, 2007) in practice? If not, what assessment(s) do you use to assess handwriting?
- Do you use the Handwriting Without Tears curriculum in practice? If so, how effective is it?
- Do you think the results would have differed if interventions were provided on a 1:1 basis rather than in a group session?
- Why do you think children with below-average handwriting showed a significant difference in letter formation after the intervention program, while children with average handwriting did now?
- Why do you think the low-intensity, short-duration, high-frequency handwriting program was effective when prior evidence may have suggested that other programs are more effective?
- How might a low-intensity, short-duration, high-frequency handwriting program be more feasible for children and families than programs that are high-intensity and high-duration?
Citation: Brevoort, K. (2018). Effectiveness of a low-intensity, high-frequency, short-duration handwriting intervention. American Journal of Occupational Therapy, 72. doi: 10.5014/ajot.2018.72S1-RP401A
Thanks for reading!