CCSD Fieldwork PICO Project 2013

Casey Walker, OTS

Touro University Nevada

FINE VS. GROSS MOTOR HANDWRITING INTERVENTIONS

Which intervention is

more effective in improving

handwriting in students with

learning disabilities: fine or gross motor

activities?

Literary Review

• Sensorimotor Intervention vs. Therapeutic Practice on Handwriting

• Typically Developing Children

• Results: Handwriting Improved Significantly with Therapeutic Practice

• Assessing Effectiveness of Handwriting Interventions

• Typically Developing Children

• Visual-Perceptual Motor Vs. Handwriting Practice

• Results: Handwriting improved with both groups but more with handwriting practice

Research • 6 Weeks

• Handwriting Samples

• Pre & Post Intervention

• First Name

• Consistent Paper

• 1 Subject

• Frist Grade- 6 Year Old Boy

• Special Education Eligibility- Specific Learning Disability

• Self-Contained Primary Classroom with 17 students with variety of disabilities (cognitive & physical)

• Past medical history infers prenatal exposure to drugs, alcohol and tobacco, was premature and questionable diagnosis of FAS and ADHD.

Fine Motor Interventions

•Lacing

•Beading

•Card Construction

•Writing/ Tracing

•Foam Puzzles

•Playdoh Shape Building

•Zoo Sticks & Beans

•Card Game

Projects: Manipulatives:

Gross Motor Intervention •Sensory Motor “Yoga” Group

•Entire Classroom (17 Students)

•Approximately 30 Minute Routine

•Variety of Poses

• Strength, balance, coordination & body awareness

Analysis of Data •You be the judge

Five out of six intervention samples showed improvement

Considerations •Variables

•Factors

•Reality

•Statistical Significance

•Hind-sight

•Benefits

Conclusion...

Intervention Works!

Resources • Denton, P. L., Cope, S., & Moser, C. (2006). The effects of

sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children. American Journal of Occupational Therapy, 60, 16–27.

• Howe, T.-H., Roston, K. L., Sheu, C.-F., & Hinojosa, J. (2013). Assessing handwriting intervention effectiveness in elementary school students: A two-group controlled study. American Journal of Occupational Therapy, 67, 19–27.