Effectiveness of school-based occupational therapy intervention on handwriting.
OBJECTIVE: This study investigated the effects of school-based occupational therapy services on students' handwriting. METHOD: Students 7 to 10 years of age with poor handwriting legibility who received direct occupational therapy services (n = 29) were compared with students who did not receive ser...
| Publicado en: | American Journal of Occupational Therapy Vol. 56; no. 1; pp. 17 - 26 |
|---|---|
| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Jan/Feb2002
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106921909&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106921909 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Jan/Feb2002 vid: 56 iid: 1 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 106921909 106921909 86038417 2002052856 10.5014/ajot.56.1.17 NLM11833397 106921909 ppf: 17 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of school-based occupational therapy intervention on handwriting. aug: au: Case-Smith J affil: Associate Professor, School of Allied Medical Professions, The Ohio State University, 1583 Perry Street, Columbus, Ohio 43210; case-smith.1@osu.edu sug: subj: Handwriting In Infancy and Childhood Psychomotor Performance In Infancy and Childhood Students, Elementary Pediatric Occupational Therapy Funding Source Descriptive Statistics Control Group Interviews Two-Way Analysis of Variance P-Value T-Tests Power Analysis Pretest-Posttest Design Repeated Measures Research Instruments Clinical Assessment Tools Child Human Child: 6-12 years ab: OBJECTIVE: This study investigated the effects of school-based occupational therapy services on students' handwriting. METHOD: Students 7 to 10 years of age with poor handwriting legibility who received direct occupational therapy services (n = 29) were compared with students who did not receive services (n = 9) on handwriting legibility and speed and associated performance components. Visual-motor, visual-perception, in-hand manipulation, and handwriting legibility and speed were measured at the beginning and end of the academic year. The intervention group received a mean of 16.4 sessions and 528 min of direct occupational therapy services during the school year. According to the therapists, visual-motor skills and handwriting practice were emphasized most in intervention. RESULTS: Students in the intervention group showed significant increases in in-hand manipulation and position in space scores. They also improved more in handwriting legibility scores than the students in the comparison group. Fifteen students in the intervention group demonstrated greater than 90% legibility at the end of the school year. On average, legibility increased by 14.2% in the students who received services and by 5.8% in the students who did not receive services. Speed increased slightly more in the students who did not receive services. CONCLUSION: Students who received occupational therapy services demonstrated improved letter legibility, but speed and numeral legibility did not demonstrate positive intervention effects. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|