handwriting from a-z - ndheadstart.com · handwriting from a-z by connie lillejord, mot, otr/l....
TRANSCRIPT
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Handwriting from A-Z
By Connie Lillejord, MOT, OTR/L
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OUTLINE
• Importance of Handwriting
• Development of Fine Motor Skills
• Strategies used by Teachers
• Pencil Grasp
• Handwriting Components
• Hand dominance and “Lefties”
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Handwriting
• 12% to 21% of children struggle in school
• Poor handwriting may affect:
- Grades in school
- The ability to compose
- Confidence
- Learning
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Effects of Handwriting…..
• $95 billion a year in tax refunds - illegible
• In 1997, 55 Remote Encoding Centers processed
19 billion images annually. In 2013, only two
centers left. Using optical character reader
technology
• Even extends to the criminal world – 2003 ☺
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What does it take to learn to write?
What does it take to learn to write ?
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Development of Fine Motor
• Groundwork for fine motor begins as an infant
• Control of arm and hand movements develop from
the trunk
• Development of reach and grasp in the first year
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Development of Fine Motor
• Newborn – weight on their forearms
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Development of Fine Motor
• At 4 months, infants are involved in hand-to-hand,
hand- to-mouth and hand-to-body contact
• Ulnar grasp is developing
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Development of Fine Motor
• 5 months – Pushes up on extended arms
• Palmar grasp developing
• Transferring of toys beginning
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Development of Fine Motor
• 6 months – Complete weight bearing – tone
develops – functional use emerges
• Radial-palmar grasp beginning
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Development of Fine Motor
• 8 months – Frequent transitions
• Radial-digital grasp beginning
• Early hand separation starts – “Skill side”
(Precision) and the “Power side” (Stability)
• Starts with holding a toy while crawling
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Development of Fine Motor
• 9-12 months – Grasp and release
• Pulling self to stand – fingers working
• Pincer grasp developing
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‘Roadblock’ to Fine Motor Skills
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Development of Fine Motor
• Toddlers develop in-hand manipulation skills
• Learns to use two hands together
• Control over object release
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Interference with Developing Fine
Motor Skills
• Opportunities for play time is limited
• Television
• Computer games – iPhone!
• Not as much outdoor time
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Fine Motor Skills needed
• Head Start: 37% time spent in fine motor tasks
Self-care: 45%
Manipulative activities: 46%
Paper and pencil activities: 10%
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Fine Motor Skills needed
• Kindergarten: 36% - 66% spent in fine motor tasks
Self-care: 14%
Manipulative activities: 44%
Paper and pencil activities: 42%
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Fine Motor Skills needed
• 2nd- 4th- 6th graders: 31% - 60% of school day spent
in fine motor tasks
Paper and pencil activities: 85%
Manipulative activities: 15%
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Comparison of Fine Motor Activities
0
10
20
30
40
50
60
70
80
90
Self-Care Manipulative Pencil/Paper
Head Start
Kindergarten
Elementary
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Handwriting Instruction in Elementary
Schools
Training in undergraduate courses
• Out of 2,842 primary grade teachers surveyed –
64% had not received any training in handwriting
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Components of Handwriting
• Motor – Posture - Muscles
• Cognitive skills
• Perceptual skills
• Sensory
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Components of Handwriting
• Copy simple geometric shapes
- Vertical & horizontal line
- Circle (3 years)
- Cross (4 years)
- Square
- Triangle (5 years)
- Diagonal lines & “X”
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Components of Handwriting
+
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Pencil Grip
• Children use a variety of grips
• Ages 3-3 ½: Grips primitive to mature
• By 4 ½ years: Grips transitional to mature
• By 6 ½ years: Mature grips
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Types of Grips - Primitive
• Radial cross palmar grasp: Fisted hand, thumb-
side down, full arm movement
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Types of Grips - Primitive
•Palmar supinate grasp: Fisted hand, wrist slightly
flexed, full arm movement
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Types of Grips - Primitive
• Digital pronate grasp – pencil held in palmar
grasp with the index finger extended, arm not
supported, full arm movement
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Types of Grips - Primitive
• Brush grasp
Held with fingers, whole
arm movement, forearm
in air
• Grasp with extended fingers
Thumb and index grasp, wrist straight, fingers extended
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Transitional Grips
• Cross thumb – Fingers loosely fisted,
pencil held against index finger, thumb crossed over,
forearm on table
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Transitional Grips
Four fingers – All fingers on shaft, uses wrist and finger
movement, forearm rests on table.
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Transitional Grips
• Static tripod grasp
Stabilized against side of third digit by thumb
pulp, thumb in opposition; hand moving as a unit
and pencil resting in open web space
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Mature Grips
• Lateral tripod grasp –
Pencil is stabilized against radial side of 3rd digit,
thumb adducted and braced anywhere against side
of index finger, 4th and 5th digits flexed, forearm
resting on the table.
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Mature Grips
• Dynamic tripod grasp – Open web space, held
with thumb, index finger, resting on the third digit,
4th and 5th digits are tucked under, wrist extended,
localized movements of digits, forearm on table
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Variations on Pencil Grasps
• Hook grip (Lefties)-
May use dynamic tripod or
four finger grasp but wrist
is flexed.
• Alternate grasp – pencil between index and 2nd
and 3rd digits. Helps to stabilize pencil
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Pencil Grasp
• Important component of an effective precision
grasp: Open web space between thumb and index
finger
• Some use a power grip: Web space is closed,
thumb wrapped or tucked – larger, slower muscles
control the writing
• Many writers write ‘satisfactorily’ with poor grips.
A person loses out on precise control and speed
when forming letters. Thumb adductor used – a
slow power muscle.
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Pencil Grips
• May work for kids who are just beginning to work
on positioning of their hands on a pencil
• Reinforce correct grip at an early age – over and
over and over again!
• Will eliminate struggles later on
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Does Size of Pencil Matter?
• Study used 3 different pencils
- Standard #2 pencil
- Primary #2 7/8 centimeter round
- Triangular-shaped #2 7/8 centimeter
Overall results: Grasp didn’t vary.
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Hand Mechanics
• 19 bones - 17 joints - 19 muscles
• The hand is made for refined tactile
discrimination, shaping, power grip and delicate
manipulation.
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Extrinsic Muscles
• Large muscles in forearm
• Help stabilize the wrist
• In order to develop speed and dexterity in the
hand, the wrist (slightly extended) has to be able
to support the hand
• Gross finger flexion and extension
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Intrinsic Muscles
• Small fine motor muscles guide and grade
movements in the fingers
• Shapes fingers and thumb to hold and rotate a
small eraser, roll a ball, etc
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Shaping of the Hand - Arches
• 4 longitudinal arches
• Proximal transverse arch
• Distal transverse arch
• Arches form the deep hollow
at base of middle finger
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Separation of the Two Sides of the Hand
• Two sides of the hand:
One for skill, one for power
Precision Grip: Used when holding a pencil,
threading a needle
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Separation of the Two Sides of the Hand
Power Grip: Used when holding a bat, a glass or a
suitcase
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Which hand is using the Precision grip and
which is using the Power grip?
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In-hand Manipulation Skills
• Rotation – Rolling an object 90 – 360 degrees
• Shift – Adjustment of the fingers on object
• Translation – Moving from palm to fingertips and vice-
versa
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If Hand Muscles are not developed…
• Poor object manipulation
• Unable to turn pencil over to erase
• Difficulty holding and moving a pencil
• Difficulty cutting
• More difficulty in forming letters
• Difficulty in moving objects in hands
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Activities for Developing Hands
Shaping of the arches:
-Roll a small ball or play-dough in hands
- Line up pennies and flip them over
- Open and close zip-lock bags (keep the pennies in
it)
-Weight-bearing arm activities
-Arch hands and shake dice
- Spider on a Mirror – line up finger pads
left to right hand and arch hands
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Activities for Developing HandsSeparation of the sides of the hands
- Squirting a water bottle
- Cutting with a scissors
- Hold coins in hand and sort them, one at a time,
using thumb and index finger
- Use a tongs to grab blocks or cubes and move
them.
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Activities for Developing Hands
Precise rotation in hands
- Spinning tops
- Hold a plate on fingertips and turn it
- Turning nuts and bolts
- Turn two balls around each other in hand
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Activities for Developing Hands
General strengthening for the hands
- Games that involve squeezing or grasping
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Activities for Stabilizing Wrist
Wrist is held steady by the flexors and the extensor
muscles, try the following:
- Write on chalkboard above eye level
- Work in vertical positions to play games, such as,
Lite Brite, Magnadoodle, lacing
- “Donkey kicks” –on hands and
knees and kick legs up and out
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Ready to Write?
• ATTENTION is the basic component of all
cognitive activities.
• Attention is needed especially when learning new
information (e.g., letters and numbers)
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How to do this?
Add MOVEMENT prior to FINE MOTOR WORK–
• Helps child with general organization for
specific tasks
• Regulates arousal so student can attend
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Activities to Alert – Getting Ready for Writing
• Activities that add resistance/weight are good for “waking
up” the body and getting it ready. Weight-bearing and
resistive arm activities can have a calming, organizing
effect.
- Chair Lift – Stand behind chairs and lift them up and down, tell
them they are “waking them up”.
- Have them sit in their chairs and do chair push-ups. Put hands
on either side of the chair and push up while seated.
- Line kids up and have them pass a heavy ball or
similar heavy object overhead or side to side.
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Activities to Alert – Getting Ready for Writing
- Have the kids “push” out the walls or push against each
other’s hands.
- With fingers gathered together place a rubberband around them. Tell the kids to open their fingers.
- Tug-of-war – This would be a good activity to do in the gym or before coming in from outside.
- Hand press – Push hands together, hold for a count of 10.
- Wheelbarrow walk across the room.
- On tummy over a ball or chair, taking weight on
arms while completing an activity.
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Postural Control - Balance
• Control through trunk and shoulders provides a
stable base for hands
• Shoulder, eyes and hands will work together
efficiently for handwriting if base is good
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Identifying Problems with Postural
Control
• Has trouble working neck and eye muscles to copy
letters
• Balancing in a chair requires work
• May lose balance easily
• May hold head propped up with hand or put head
on desk while writing
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How to help with Postural
Control
• Properly fitted furniture is essential in
developing postural control
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Proper Seating
• Feet on floor
• Knees and hip at 90 degrees
• Writing desk – 2” above elbow
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Proper Seating
• What is wrong with the seating in this picture?
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Therapy Ball Chairs
• An alternative to traditional seating
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Sensory Components for
Handwriting
• Proprioception (Body Awareness)
• Tactile
• Motor Planning
• Coordination of left and right sides
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Proprioception/Kinesthesia
• Awareness of one’s body comes from muscles,
tendons, joints and skin.
• Lets you know where each body part is and how it
is moving through space
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Problems with Proprioception
• Tend to rely on visual information
• Poor fine motor control because they cannot feel
where or how their arms/fingers are moving
• Writing does not become automatic in the later
grades
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Problems with Proprioception
• Press too soft or too hard on pencil – due to lack
of information from their hands
• Have problems with their grip, may adopt a power
grip
• Difficulty forming letters properly
• May appear clumsy and disorganized
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Child with proprioception problems
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Tactile (Touch Perception)
• Two-fold system
• Protective system – defends itself from harm
• Discriminative system – provides brain with
information regarding size, shape, and texture of
objects without vision
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Problems with Tactile system
• May interpret many touches as threatening
• May withdraw from individual instruction
• May have difficulty standing in line
• May become distractible
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Problems with Tactile System
• Have trouble with certain types of clothing
• May dislike getting dirty or
touching fingerpaints
• May have difficulty
manipulating tools, holding
a pencil or forming letters
correctly
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Motor Planning
• Definition: Ability of the brain to conceive of,
organize and carry out a sequence of unfamiliar
actions
• First step to learning new skills
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Motor Planning
Two steps-
1. Formulating an ideomotor plan of what one
intends to do
2. Able to formulate the plan, but difficulty in
carrying out the steps of the plan
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Students with Poor Motor Planning
Skills
• Prolonged periods of struggle in attempting to
master a new skill
• May take extra mental energy that could be used
for other tasks
• May imitate the actions of other kids, rather than
initiate an activity themselves
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Students with Poor Motor Planning
Skills
• Inconsistently forms letters
• Difficulty learning new letters
• Poor organization and use of space on the page
• Verbal cues are frequently needed
• Printing may be easier than cursive
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Handwriting is fun!
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手写是乐趣
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Bilateral Integration
(Coordinating Body Sides)
• Coordination of both sides is an important
foundation for developing many gross and fine
motor skills
• It is essential to developing skilled use of a
dominant hand for writing and cutting
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Problems with Bilateral Integration
• May adjust their bodies to avoid crossing midline
• May not be able to coordinate one hand to move
while the other hand is stabilizing
• May appear “ambidextrous”
• May not use non-dominant hand to hold paper
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Visual-Motor Integration
• Eyes direct the hands to follow the visual cues of
lines, angles and curves
• Defined as the ability to copy geometric shapes
• Several studies have found it to be one of the best
predictors of handwriting legibility or slow
handwriting speed (Cornhill & Case-Smith, 1996; Volman, van
Schendel & Jongmans 2006; Tseng & Chow, 2000).
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Visual-Spatial Perception
• How a person perceives the relationship of
external space to his body and objects to objects
• Important for knowing directions
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Problems with Visual-Spatial
Perception
• May not know where to start writing on a piece of
paper
• Letters may vary in size
• Spacing and Alignment poor
• Letter and Number recognition may be poor
• Reversal of letters may be common
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Motor Memory
• Plays an important part in learning and
performing complex motor skills
• Patterns are repeated and they become part
of our working memory
• Motor skills become automatic
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Motor Memory
• By 2nd grade
- Writing speed picks up
- Copying becomes easier
• Between 4th-7th
- Patterns established
- Writing automatic
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Children with Memory Problems
• May not remember how to form letters – visual
supports, such as, an alphabet line are helpful
• May have difficulty in spelling
• Lots of cross outs and erasures
• Difficulty in following 2-3 step directions – Keep
directions simple – Break them down
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Hand Dominance
• Between 4-6 years, a hand preference emerges
• Develops as a result of the ability to coordinate
both sides of the body
• Dominant hand becomes the skilled hand
• Non-dominant hand develops different skills
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Problems in not Establishing
Dominance
• Child will not develop a skilled side
• Will switch hands for activities
• May write with the left on the left side and move
pencil to the right hand to finish
• May show immature pencil grasp
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Hand Preference Assessed
• An occupational therapist can consult with the
teacher to help identify a preferred hand
• Materials should be presented at midline
• Keep an observational checklist for 1-2 weeks
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BEING LEFT-HANDED
IS NOT A PROBLEM;
THE PROBLEM IS
BEING LEFT-HANDED
IN A RIGHT-HANDED
WORLD.
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Lefties
• Approximately, 10% of the population is left-
handed
• A mixed group – some are strongly left-dominant,
some have a family history of left-handedness,
some will take a long time to develop their left
hand preference
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Lefties
• More “pathological” left-handers than right
handed people
• Kids with a brain dysfunction will shift from right
side to left side and “become” left-handed
• Result: Many left-handed kids with motor
problems or learning difficulties are lefties
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Differences in Left and Right
• Right handers use their
elbow as the pivot point to
move forearm across page
• Hand moves away from
the letters – all is clearly
visible
• Lefties unable to use elbow as a pivot point (if taught to write “opposite” of a rightie)
• Entire forearm moves across page – far less stable and hard to coordinate
• Writing is covered up and smeared, unable to see letters
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Left-handed Pencil Grasp
• If teachers unsure of how to teach left-handers…
students may develop awkward grips
• Why?
1. Need to see their work
2. Need visual guidance to learn letters
3. Need to remember what they’ve written
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Alternate Left-handed Pencil Grips
Hook Grip Ulnar Grip
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How to Teach Lefties to do it Right!
• Group lefties together
• Teach correct way to position body and
paper
• If correcting their grip, give them simple
lines and circles to complete
• Provide left-handed scissors
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Left-handed Paper Position
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Another Look …
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Occupational Therapy
• Problems with handwriting are one of the most
frequent reasons why children in school are
referred to occupational therapy
• Teacher’s role is to teach handwriting.
• Occupational therapist’s role to determine
underlying deficits that might interfere with the
development of legible handwriting
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Summary
• Handwriting is a complex process and there are
multiple components involved in learning how to
write. Handwriting problems may not arise from
the same problem areas.
• As a teacher or instructor, you can bring a variety
of activities into the classroom that will work on
the underlying problems with development of fine
motor skills.
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Tools!
• Clay Trays
• Weighted pencils
• Finger Twist
• Q-Tip Match
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References
Asher, A. V. (2006). Handwriting instruction in the elementary schools. American
Journal of Occupational Therapy, 60, 461-471.
Beery, K. E. & Buktenica, N. (1989). The Beery-Buktenica developmental test of visual-
motor integration (3rd ed.). Cleveland, OH: Modern Curriculum Press.
Benbow, M. (1990). Loops and Other Groups, Tucson, AZ. Therapy Skill Builders.
Benbow, M., (1995). Neurokinesthetic approach to hand function and handwriting.
Continuing education seminar series. Clinician’s View. Albuquerque, NM. (pp.
16-17).
Benbow, M., Hanft, B. & Marsh, D. (1992). Handwriting in the classroom: Improving written
communication. In Charlotte Royeen (Ed.), AOTA self-study series: Classroom applications for
school-based practice (pp. 6-60). Rockville, MD:
American Occupational Therapy Association.
Benbow, M. (2006). Principles and practices of teaching handwriting. In A. Henderson & C.
Pehoski (Eds.), Hand function in the child: Foundations for remediation (pp. 319-342). St.
Louis, MO: Mosby.
Bly, L., (1994). Motor skills acquisition in the first year. An illustrated guide to normal
development. Tucson, AZ: Therapy Skill Builders.
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References
Boehme, R. (1988). Improving upper body control: An approach to assessment and
treatment of tonal dysfunction. Tucson, AZ: Therapy Skill Builders.
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