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

7616 Words Jun 7th, 2015 31 Pages
What are the components of effective handwriting interventions for typical primary school age children with handwriting difficulties?
2.2 Search strategy
Following the formulation of the research question, in February 2015 a systematic approach was taken to search the existing evidence of interventions for primary school children with handwriting difficulties and all occupational therapy.
A search was carried out using 5 bibliographic databases. Databases related to healthcare were selected based on relevance to the topic of occupational therapy and handwriting. Initial electronic searches were carried out on the databases in December 2014 to ensure the literature involved was a comprehensive measure available on this topic.
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2.3 Criteria for searching the literature

Exclusion criteria were set up to determine the most relevant articles be included to inform for the research question (Aveyard 2010).
Studies that included children with medical or educational diagnoses that may confound the results were excluded from the search (e.g. developmental coordination disorder, autism, severe developmental delay, etc.).
As this study aims to explore and compare the components of handwriting interventions that are effective; studies that did not describe an intervention strategy to improve handwriting were excluded from the review.

2.4 Critical Appraisal

In order to assess the validity and usefulness of the papers, a systematic approach is used to critically appraise the research (Young and Soloman, 2009). All papers in this review have been critically appraised using the critical appraisal protocol CASP (Public Health Resource Unit (PHRU) 2007) which is a recognised tool (Aveyard 2010). These can be found in the appendix (appendices 1 – 5).

2.5 Searching the papers

A total of 152 papers were found through database searching. A further 5 papers were found through reference lists of relevant papers. 141 papers remained when duplicates were removed. After scanning the titles of the papers, 116 were removed, as they were irrelevant to the topic of handwriting interventions for primary school children. After reading through the abstract of the remaining 12 papers, a further 7

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