The Components Of Effective Handwriting Interventions For Typical Primary School Age Children With Handwriting Difficulties?

* 8 – 12 years - Children aged 8 – 9 are beginning to join their letters together when handwriting. They can draw in a more naturalistic way; ways in showing depth, shading, 3D and movement begin to develop. Children ages 10 – 11 years tackle more detailed tasks such as needle work or woodwork and have established a writing style – usually with joined up letters.

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

He needs practice forming correct letters to include proper size. He also needs to be more attentive while writing so that he does not make careless spelling errors to include omitting and adding letters to words. A plastic pencil grip will assist him in his finger grip and is encouraged.

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

This study validated the use of co-teaching handwriting with the teacher and therapist embedded in the classroom to provide handwriting intervention. The students in the Write Start program with the therapist embedded in the classroom demonstrated improvement in legibility, handwriting and speed. The increased legibility of written work through development of writing could possibly provide success when demands for writing increase; increasing academic participation and

Lighthouse Project is a pediatrics mental health clinic that integrates therapies, such as play therapy, to assist children in overcoming problems at home and in school due to their disorders and disabilities. The staff at Lighthouse Project split their time between clinic-based work in their San Jose clinic and school-based work at various Gilroy school districts. At the clinic the staff works strictly with high functioning children, providing both individual and group therapy sessions, similarly, in the school-based setting they do individual and group sessions, however, the individuals worked with are both low and high functioning. The purpose of the Lighthouse Project clinic is to incorporate different programs to engage the child and improve abilities that are debilitating, this is done with programs at the clinic involving social skills development, sensory integration and sensory processing, as well as fine motor/handwriting skills. At the schools the purpose is to close or minimize the gap between how much the child can achieve on their own and what other classmates are able to achieve on their own, the basic ideology is to have the child be able to achieve specific goals that those in their grade level are able to do, such as by first grade the child should be able to cut out outlines on paper with scissor, however some of our children are unable to do so and instead can only manage to snip the paper. Our organization also works with other agencies and individuals.

School-age children with fetal alcohol spectrum disorders (FASD) have complex clinical profiles and often struggle to socially communicate in effective and successful ways (Coggins, Olswang, Carmichael Olson, & Timler, 2003). It has been estimated that elementary school–age students may spend up to one-quarter to one-half of their school day engaged in paper-and-pencil tasks, which include handwriting (McHale & Cermak, 1992). Difficulties with handwriting can affect many aspects of a child’s participation in class. For example, poor handwriting can increase frustration with and avoidance of classroom tasks, thereby negatively influencing behavior (Kern & Bambara, 2002).

According to the American Occupational Therapy Association (AOTA), in

Anthony also began developing significant academic difficulties. For the most part, he was approaching benchmark expectations in Language Arts and, specifically, he struggled with demonstrating competencies within the writing domains. Likewise, he was having some difficulty in Mathematics, approaching benchmark expectations across measured domains. Specifically, Anthony was having significant difficulty with geometry (e.g., investigating characteristics of 2- and 3-D geometric shapes and applying transformations and symmetry). In Grade 4, academic problems in Mathematics persisted and Anthony was approaching benchmark expectations with regard to Language Arts. Notably, he continued to struggle with using a writer’s notebook and the writing process. He also had difficulty demonstrating competencies in spelling, punctuation, and grammar. Issues with producing quality work (e.g., using legible handwriting and producing work that was neat and organized)

Screening criteria were established to identify potentially relevant articles that met minimum methodological standards for acceptance. Inclusion criteria were: studies published between 2007 and 2015, incorporated cohort, case control, randomized control and qualitative study, evaluated the use of assistive technology and focused on children with

incompletion. Further breaking down the letters into simpler steps has been proven to promote writing

The first finding indicates that first-graders improved in handwriting performance whether they did or did not receive any intervention. This finding suggests that the regular classroom instruction was as effective as direct individual intervention, and the benefit of direct intervention may relate more to the extra practice received. Thus, direct OT intervention may

Results: On September 6, 2016, the client attempted a writing sample. However, the client had difficultly writing. The client instead had a pre-writing conversation with the clinician. The pre-writing conversation led to the client writing about his upcoming vacation on September 8, 2016. The client’s writing sample contained a title and 4 sentences. Each sentence averaged 8 words. The client wrote an average of 4.5 words per minute. The client’s writing contained mostly function words. The client would often switch between cursive and print and lowercase and uppercase. The client’s writing lacked organization and appeared to be his train of thought. The client’s writing will continue to be assessed throughout the semester.

If I develop poor hand writing skills, it will slow my advancement in any field where I want to work. I will not be considered by my superiors for advancement if my work is not legible. The people I work with or that read my reports are likely not have respect for me, if my work is done poorly. I must strive to complete every task, with it in mind that someday my work will mean the difference in my advancement as an officer. It will mean the difference in a write or wrong decision in court, and how my fellows law enforcement officer’s think of me and the pride I take in the work I