Bautista, Ian Russ O.

DLSHSI OT INTERN
Collen M. Schneck & Susan J. Amundson
1. Lower marks of grade due to poor legibility but not poorer content of paper works and
test
2. Slow speed of handwriting may lead to limitation of compositional fluency and quality
3. It may take longer in finishing assignments than others.
4. May have problems with taking notes in class and reading
5. Childrrn may fail.to learn.higher order of writing process (grammar, planning)
6. writing avoidance may develop arrested writing development later on.
1. Occupation of handwriting ( domains of handwriting : near point copying or dictation;
components : spacing or letter formation )
2. school context
3. Students personal context
4. Student experiences that hinders student handwriting production
Handwriting
 Integration of both lowr level perceptual motor process and higher level cognitive
processes
 linked to eye hand coordination and associated with dexterity
Perceptual motor process

Perceptual motor process Cognitive process

● Visual perception ● Executive planning and use of working

● Auditory processing memory
● Visual motor integration
Scribbles on paper 10-12 months

Imitates horizontal, vertical and cirvualr 2 years

marks on paper

Copies a vertical line, horizontal line and 3 years

circle

Copies a cross, right oblique line, square, left 4-5 years

diagonal line, left oblique cross, some letters
and numerals and may able to write own
name

Copies a triangle, prints own name, copies 5-6 years

most lowercase and uppercase letter
Six prerequiste skillls (donaghue and lamme)
1. Small muscle development
2. Eye hand coordination
3. Ability to hold utensils or writing tools
4. Ability to form basic strokes smoothly (circles and lines)
5. letter perception
6. Orientation to printed language (right aand left discrimination and visual analysis)
Six developmental classifications:
1. Upper extremity support
2. Wrist and hand development
3. Visual control
4. Bilateral integration
5. Spatial analysis
6. Kinesthesia
 Transitional pencil grip
 Mature pencil grip
 Dynamic tripod pencil grasp
 Lateral tripod
 Dynamic quadropod
 Lateral quadrupod
 Occupational profile
 Analysis of occupational performance
1. Domains of handwriting
2. Legibility components
3. Writing speed
4. Ergonomic factors
 Writing the alphabet in both upper and lowercase along with numbers
 Copying
 Near point copying
 Far point copying
 Manuscript to cursive transition
 Writing dictated words
 Composition
  Letter formation ( improper letterorms, poor leading in amd out, inadequate rounding of
letters, incomplete of closures of letters, and incorrect letter ascenders and descenders)
 alignments
 Spacing
 Size
 Slant
Word legibility percentage =
Total number of readable words / total number of written words = 4/8 = 50%
 Performance skills
 Client factors
 Performance patterns
 Contextual elements
Ergonomic factors:
 Sitting posture
 Paper position
 Pencil grip
 Writing tools
 Paper
 Intervention focusing on improving the studenys self control, coping skills, and social
behaviors
 Sharing the children the importance of readablr hand writing, and the rationale for
intervention; providing positive , meaningful feedbacks, everyday experiences using
handwriting to increase the legibility of writing.
 Simple games at home and school that involves writing
 Thanksgiving card at home
 At school, special certificate for improved handwriting
 Enhance social.competence
 Use of small groups as servic delivery model for school based handwriting intervention
 Provide group experiences and teachchildren needed social skills
 Establish clear and reasonable rules and consequences, share with group members and
consistently and kindly manage the childrens behavior.
 Brain’s ability to make sense of what the eyes see.
• Sensory Processing: Accurate
registration, interpretation and response
to sensory stimulation in the environment
and the child’s own body.
• Visual Attention: The ability to focus on
important visual information and filter out
unimportant background information.
• Visual Discrimination: The ability to
determine differences or similarities in
objects based on size, colour, shape, etc.
• Visual Memory: The ability to recall
visual traits of a form or object.
• Visual Spatial Relation
Ships: Understanding the relationships
of objects within the environment.
• Visual Sequential-Memory: The ability
to recall a sequence of objects in the
correct order.
• Visual Figure Ground: The ability to
locate something in a busy background.
• Visual Form Constancy: The ability to
know that a form or shape is the same,
even if it has been made smaller/larger
or has been turned around.
• Visual Closure: The ability to recognise
a form or object when part of the picture
is missing.
 Academic performance
 Attention and concentration
 Self regulation
 Behaviour
 Frustration
 Avoidance
 Organization
 Handwriting lessons are enhanced by the use of multisensory
activities that appeal to different senses and make learning fun,
which is critical in the classroom.
 Developmental approach and multisensory, physical support
 Kid Sense Child Development. (2017). Visual Perception - Kid Sense Child Development.
[online] Available at: https://childdevelopment.com.au/areas-of-concern/fine-motor-
skills/visual-perception/ [Accessed 13 Nov. 2017].
 Handwriting lessons are enhanced by the use of multisensory activities that appeal to
different senses and make learning fun, which is critical in the classroom.