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Effectiveness of sensorimotor and task-oriented handwriting intervention in elementary school-aged students with handwriting difficulties.

The effects of two handwriting intervention programs for students with handwriting difficulties were compared. Students in grades 2 to 4 were randomly assigned to a sensorimotor intervention (n = 19), a task-oriented intervention (n = 19), or a nontreatment control group (n = 17). Both intervention...

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Published in:OTJR: Occupation, Participation & Health Vol. 29; no. 3; pp. 125 - 135
Main Authors: Weintraub N, Yinon M, Hirsch IB, Parush S
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Summer2009
Online Access:View this record in EBSCOhost
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      pub: Sage Publications Inc.
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        atl: Effectiveness of sensorimotor and task-oriented handwriting intervention in elementary school-aged students with handwriting difficulties.
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          Weintraub N
          Yinon M
          Hirsch IB
          Parush S
        affil: Deputy Director and Head, Undergraduate Program, School of Occupational Therapy, Hadassah and the Hebrew University, Jerusalem, Israel; msnwei@mscc.huji.ac.il
      sug:
        subj:
          Handwriting In Infancy and Childhood
          Pediatric Occupational Therapy
          Psychomotor Performance In Infancy and Childhood
          Students, Elementary Israel
          Analysis of Variance
          Child
          Clinical Assessment Tools
          Data Analysis Software
          Female
          Israel
          Male
          Pretest-Posttest Design
          Repeated Measures
          Summated Rating Scaling
          Human
          Child: 6-12 years
          Female
          Male
      ab: The effects of two handwriting intervention programs for students with handwriting difficulties were compared. Students in grades 2 to 4 were randomly assigned to a sensorimotor intervention (n = 19), a task-oriented intervention (n = 19), or a nontreatment control group (n = 17). Both intervention programs also included 'higher-level' functions (e.g., cognitive or executive functions). Handwriting speed and legibility were measured before, immediately after (Stage 1), and 4 months after (Stage 2) intervention. At Stage 1, statistically significant gains in handwriting performance were noted in both intervention groups, but not in the control group. Additionally, the task-oriented group scored significantly higher than the control group in overall legibility. At Stage 2, statistically significant gains were noted in both intervention groups. Thus, although neither program was found to have an advantage in terms of its unique components, it appears that students with handwriting difficulties may benefit from intervention programs that include instruction in 'higher-level' strategies to support and enhance their handwriting performance.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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