Week 5 - Graphomotor & Handwriting Evaluation and Intervention Flashcards
requires integration of auditory and motor systems
dictation
requires cognitive functions of planning, sentence generation, and revision. complex integration of linguistic, cognitive, organizational and sensorimotor skills.
composition
letter forms, leading in and out of letters, rounding, closure, ascending and descending lines. when you look at a letter do you know what that letter is supposed to be.
letter formation
placement and spacing of text within writing guidelines (btwn the lines and on the lines). how letter gets placed on the paper, are they on the line or floating.
alignment
dispersion of letters within words and words within sentences, along with text organization on the entire sheet of paper. what is the relative distance btwn the letters in a word and the space btwn words.
spacing
how letters relate to each other and writing guidelines. the ability to differentiate btwn uppercase and lowercase letters, tall and short letters, descending letters.
size
uniformity or angle of text (least important factor in writing) not used much
slant
Name 2 reasons why legibility counts in schools.
- accurate, legible, and swift note taking increases students’ ability to review and retain academic info.
- teachers give better grades to legible work.
Name 4 fine motor and pre-writing foundations.
- finger strengthening activities
- in-hand manipulation
- functional daily tasks
- scissor use
Research shows that ___ ____ produces learners who had a greater speed of transcribing words, as well as greater accuracy than the learners who were part of a ___ ___ group.
random practice, blocked practice
Practicing the handwriting of letters in a ___ presentation, then, might more closely match the demands of handwriting ____.
random, words
lower level skill; you are drawing the line, so child observes the process of creating that line
imitating
child just sees the end result and has to motor plan on how to complete the task.
copying
Name an example of a multi-sensory approach for handwriting.
writing letters in shaving cream
Why should you start big and go small when learning handwriting skills.
want to learn letters with big movements first bc you learn them with your whole body (creating body schema and body awareness).
Which type of paper usually works best?
3 lined paper
What is the ideal grip for handwriting?
mature dynamic tripod
When should a child start using a mature dynamic tripod grip?
4-5 years given that the child is exposed to tasks that require this grasp.
Name 2 grasps that are often used for handwriting but are not as efficient.
- digital pronate grasp
- palmar grasp
Describe the progression of skilled writing implement use.
- only tip of pencil touches the page.
- arm and hand move unanchored through space.
- trunk and shoulder provide stability for arm mobility.
Name 3 reasons for a child appearing to have a weak grasp when writing.
- muscle weakness
- lack of prop. awareness
- tactile sensitivity
Name 3 interventions for weak grasp.
- fine motor strengthening
- deep pressure input to hands
- Brushing protocol, desensitization
Name 2 reasons why a child may switch hands when writing.
- lack of hand dominance
- muscle weakness
Name 2 interventions for switching hands while writing.
- FM tasks that require the usage of both hands
- Encouraging usage of preferred hand
Name 1 reason for a child’s inability to stabilize paper when writing.
-lack of bilateral coordination
Name 1 intervention for the inability to stabilize paper when writing.
-encourage use of “helping hand”, physical prompting
Name 1 reason for child looking closely at paper when writing.
-visual perceptual difficulties
Name 1 intervention for child looking closely at paper when writing (visual perceptual difficulties).
use a slant board or vertical surface
Name 2 reasons for a child writing with flexed wrist.
- closed web space
- joint laxity
Name 1 intervention for writing with a flexed wrist.
-make sure tool is resting within web space (Handi writer)
Name 3 reasons for a closed web space when writing.
- muscle weakness
- lack of thumb opposition
- thumb joint laxity
Name 4 interventions for closed web space when writing.
-squeezing activities: scissors, spray bottle, tweezers, putty
Name 1 reason for a palmar grasp on writing tool.
-lack of separation of both sides of hand
Name 3 interventions for using palmar grasp on writing tool.
- lacing, stringing beads
- have child hold small object with last 2 fingers
- Handi writer
Name 1 reason for child grasping writing tool very tightly.
-lack of proprioceptive awareness
Name 3 interventions for grasping writing tool very tightly.
- vibrating pen
- soft pencil grip
- place fabric beneath paper
Name 2 reasons for scribbling.
- poor eye/hand coordination
- lack of FM control
Name 1 intervention for scribbling.
demonstrate and provide hand over hand assistance to produce vertical strokes.
Name 2 reasons for raking up small objects.
- lack of hand separation
- hand weakness
Name 2 interventions for raking up small objects.
- offer 1 at a time
- have child reach for item
Which types of writing tools allow for a better grasp?
fat, short tools
creates a loop to hold pen on web space
Handi writer
-developmental, multi-sensory approach to handwriting
Handwriting Without Tears
What is the functional purpose of moving from print to cursive?
helps some children who struggle with handwriting to express themselves in written form since cursive doesn’t always look neat and doesn’t require a lot of spacing.
What is the purpose of the VMI?
-assesses an individual’s ability to integrate visual and motor form shapes (pencil and paper tasks)
What is the age range of the VMI?
ages 2-99
Which type of assessment is the VMI?
norm-referenced
