Handwriting Evaluation And Interventions Flashcards
1
Q
Why even learn to write?
A
- handwriting is foundational skill influencing reading, writing, language use, and critical thinking
- when children practice printing by hand, neural activity is more enhanced and “adult-like”
- in a study comparing students who took note by hand versus classmates who took notes by computer found that hand writers exhibited better comprehension of content and were more attentive and involved during class discussions
- the act of writing helps kids and adults retain information more effectively than when keyboarding, most likely because writing involves more complex motor functions and takes longer
2
Q
Biomechanical considerations
A
- core stability/strength
- movement generated from fingers, not from the shoulder
- forearm in neutral with stability when moving hand and fingers
- wrist extension with stability
- controlled and dynamic thumb opposition
- fingertip pretension of objects with control of fingertip forces
- isolated thumb and radial finger movement
- dissociation of radial and under side of hand
3
Q
Evaluation of hand skills
A
- observation of occupational performance
- strength/endurance
- tactile and proprioceptive functioning
- muscle tone
- sensation
4
Q
Handwriting readiness
A
- maturity
- environmental experiences
- interest level
- reading and writing synergy
- Impact of other diagnoses
5
Q
Dysgraphia
A
- neurological disorder of written expression
- impairs writing ability and fine motor skills
- interferes with components of writing including spelling, legibility, word spacing and sizing, and expression
6
Q
Dyslexia
A
- learning disorder that involves difficulty reading
- problems identifying speech sounds and learning how they relate to letters and words (decoding)
7
Q
Prerequisite skills for handwriting
A
- small muscle development
- eye-hand coordination
- ability to hold writing utensil
- capacity to form basic strokes smoothly (first nine forms on VMI: I, -, O, +, /, \, X, square, triangle)
- letter perception/recognition
- orientation to printed language
8
Q
Handwriting evaluation
A
- discuss performance with teacher/parent
- review records/work samples,es
- observe child writing in classroom
- activity analysis of handwriting performance
9
Q
Measuring handwriting performance
A
- domains of handwriting
- legibility components
- writing speed
- ergonomic factors
10
Q
Domains of handwriting
A
- upper/lowercase alphabet
- near-point copying- far-point copying
- manuscript to cursive
- dictation
- composition
11
Q
Handwriting components
A
- memory
- letter formation
- orientation
- placement
- spacing
- size
- speed
12
Q
Ergonomic factors
A
- writing posture
- lower body stability (90/90/90)
- upper extremity stability and mobility = stabilization of shoulder, elbow, and wrist
- pencil grip = dynamic finger movement
13
Q
Developmental progression of pencil grasp
A
- gross grasp (12-18 months)
- digital pronate grasp (2-3 years)
- static tripod grasp (3.5-4 years)
- dynamic tripod grasp (by age 7, the pencil movement should come from the fingers
14
Q
Style-manuscript
A
- letterforms are simple and easier to learn
- resembles print of books
- more readable than cursive
- developmentally appropriate for young children
- letters are easier to visually discriminate
15
Q
Style - cursive
A
- movement patterns allow for faster and more automatic writing
- reversals are more difficult
- continuous connected lines enables child to form words as units
- cursive is faster than manuscript
- allows poor printer to learn a new type of written format
16
Q
Handwriting assessments
A
- Evaluation Tool of Children’s Handwriting (ETCH)
- The Print Tool-Author: Jan Olson
17
Q
ETCH
A
- author = Susan Amundson
- criterion-referenced
- grades 1-6
- measures legibility and speed
- manuscript or cursive
- uppercase and lowercase letters
- numbers
- near-point copying
- far-point copying
- manuscript-to-cursive transition
- dictation
- sentence composition
18
Q
The Print Tool-Author: Jan Olson
A
- complete printing assessment (not standardized)
- 6 years of age and older
- assesses uppercase and lowercase letters and numbers
- letter memory
- letter orientation
- letter placement
- letter size
- letter start
- letter sequence
- letter control
- letter/word spacing
19
Q
Handwriting interventions - modifications of the environment
A
- seating = consider how to promote upright posture in 90/90/90 position within the classroom
- positioning of writing surface = consider how to promote shoulder stability, wrist extension, and dynamic finger movement (tenodesis)
- writing utensil = consider how pencil and grip support proper grasp pattern
- paper = consider fine motor and visual spatial components of handwriting paper
20
Q
Handwriting utilizing various Frames of References
A
- developmental
- biomechanical
- sensory integration
- cognitive
- behavioral
21
Q
Handwriting intervention
A
- consider developmental level and abilities
- environment = sounds, lights, activity level
- level of alertness = regulating activities (proprioception activities): animal walks, carry heavy crate, pull wagon, push weighted grocery cart, wash table or blackboard, stack chairs, and chair-pushups
- preparatory activities = sensory motor, co-contraction input to shoulders, arm and hands
- positioning for writing = seated, prone, tall kneeling, and standing
22
Q
Handwriting programs
A
- Handwriting Without Tears
- Loops and Other Groups
- Callirobics
23
Q
Handwriting Without Tears
A
- developed by OT Jan Olsen
- pre-K through cursive handwriting
- appropriate for all children
- uses tactile, kinesthetic materials, music, and workbooks
- taught in developmental sequence (all capitals taught first, letters with straight lines taught first
24
Q
Loops and Other Groups
A
- kinesthetic writing system developed by OT
- 2nd graders learn all cursive lowercase letters in 6 weeks
- learn 4 “families” of letters that share common movement patterns
- visualize, verbalize, and “feel”
25
Callirobics
- sets pencil/paper exercises to songs
- preparation for manuscript and cursive writing
26
Compensatory strategies
- keyboarding
- word prediction
- adapt/reduce amount of written assignments
- dictating assignments
- study buddies
27
