Journal Club Discussion #22: Handwriting Intervention Programs

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!

Discussion Questions

  1. How do handwriting difficulties impact a child’s performance in school and/or self-esteem?
  2. What therapeutic dosage of handwriting intervention do you currently provide for your clients, and what research supports this?
  3. What problems arise for handwriting interventions that are high-intensity and high-duration? (e.g. for the family, for teachers, in real-world application)
  4. Do you use the Test of Handwriting Function, Revised (Milone, 2007) in practice? If not, what assessment(s) do you use to assess handwriting?
  5. Do you use the Handwriting Without Tears curriculum in practice? If so, how effective is it?
  6. Do you think the results would have differed if interventions were provided on a 1:1 basis rather than in a group session?
  7. 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?
  8. 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?
  9. 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!

2 thoughts on “Journal Club Discussion #22: Handwriting Intervention Programs

  1. I will answer question 1 (How do handwriting difficulties impact a child’s performance in school and/or self-esteem?) with a personal anecdote. I have struggled with poor handwriting my entire life due to my incorrect holding of a pen/pencil and it has caused great wrist pain while writing long essays in class, thus hindering the amount of writing I could undertake. This may have affected my grades as I wasn’t able to communicate everything I wanted to say on the essay. The fact that my handwriting may have been difficult to read could also have possibly taken the teacher’s/professor’s focus away from whatever point I was attempting to make in my essay.

    Liked by 1 person

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