Effectiveness of Sensorimotor and Task-Oriented Handwriting Intervention in Elementary School-Aged Students with Handwriting Difficulties

The effects of two handwriting intervention programs for students with handwriting difficulties were compared. Students in grades 2 to 4 were randomly assigned to a sensorimotor intervention (n = 19), a task-oriented intervention (n = 19), or a nontreatment control group (n = 17). Both intervention...

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Bibliographic Details
Published in:OTJR (Thorofare, N.J.) N.J.), 2009-06, Vol.29 (3), p.125-134
Main Authors: Weintraub, Naomi, Yinon, Michael, Hirsch, Idit Bar-Effrat, Parush, Shula
Format: Article
Language:English
Subjects:
Children & youth
Cognitive ability
Control Groups
Elementary Education
Elementary school students
Elementary Schools
Executive Function
Grade 2
Handwriting
Independent study
Intervention
Learning
Legibility
Motor ability
Occupational therapy
Sensorimotor system
Skills
Statistical analysis
Statistical significance
Students
Urban schools
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Summary:The effects of two handwriting intervention programs for students with handwriting difficulties were compared. Students in grades 2 to 4 were randomly assigned to a sensorimotor intervention (n = 19), a task-oriented intervention (n = 19), or a nontreatment control group (n = 17). Both intervention programs also included “higher-level” functions (e.g., cognitive or executive functions). Handwriting speed and legibility were measured before, immediately after (Stage 1), and 4 months after (Stage 2) intervention. At Stage 1, statistically significant gains in handwriting performance were noted in both intervention groups, but not in the control group. Additionally, the task-oriented group scored significantly higher than the control group in overall legibility. At Stage 2, statistically significant gains were noted in both intervention groups. Thus, although neither program was found to have an advantage in terms of its unique components, it appears that students with handwriting difficulties may benefit from intervention programs that include instruction in “higher-level” strategies to support and enhance their handwriting performance.
ISSN:1539-4492
1938-2383
DOI:10.3928/15394492-20090611-05