Date of Award

11-15-2016

Degree Type

Project

Degree Name

Occupational Therapy (M.S.)

Department

Occupational Therapy

First Advisor

Shaunna Kelder

Abstract

OBJECTIVE: The purpose of this study was to guide teachers and occupational therapist in recognizing handwriting needs in order to provide appropriate early intervention support for handwriting.

METHOD: 218 kindergarten students in a public school district were screened for handwriting ability using the Handwriting Without Tears and the Public School’s copy screeners. Students were assessed three times during the 2014 to 2015 school year on letter memory, line placement, letter orientation, copy legibility, and copy placement skills.

RESULTS: The results indicated that winter scores were a better predictor of spring scores. Significant effects in four out of five variables were found when utilizing repeated measures of retrospective data.

CONCLUSION: Winter scores were shown to be significant in determining handwriting outcomes measured in the spring. The Handwriting Without Tears’ screener and the Public School’s screener are appropriate tools for school-based occupational therapists to use to identify intervention needs.

Available for download on Friday, June 07, 2019

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