Poster Session
Issue Date: August 01, 2019
Published Online: November 15, 2019
Updated: November 26, 2019
Collaborative Parent Coaching: An Alternative Handwriting Intervention Model for Kindergarten Students
Author Affiliations & Notes
  • University of Tennessee-Chattanooga, Chattanooga, TN, USA
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Translational Research
Poster Session   |   August 01, 2019
Collaborative Parent Coaching: An Alternative Handwriting Intervention Model for Kindergarten Students
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311520417. https://doi.org/10.5014/ajot.2019.73S1-PO3034
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311520417. https://doi.org/10.5014/ajot.2019.73S1-PO3034
Abstract

Date Presented 04/04/19

A two-group quasi-experimental research study explored the effectiveness of an alternative service model as a means to facilitate access to evidence-based instruction and improve handwriting skills for unserved kindergarten students, through parent-coached home programs. Parent survey data correlated to statistically significant improvement in intervention group THS-R mean change standard scores from pretest to posttest. Preliminary results support parent coaching as a viable intervention.

Primary Author and Speaker: Cindy Poole