Poster Session
Issue Date: August 2020
Published Online: August 01, 2020
Updated: September 09, 2020
The Impact of an Occupational Therapy–Based Handwriting Program for a Preschool Student
Author Affiliations & Notes
  • Lenoir-Rhyne University, Columbia, SC, USA
  • Lenoir-Rhyne University, Columbia, SC, USA
  • Lenoir-Rhyne University, Columbia, SC, USA
  • Lenoir-Rhyne University, Columbia, SC, USA
  • Lenoir-Rhyne University, Columbia, SC, USA
  • East Carolina University, Greenville, NC, USA
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Prevention and Intervention
Poster Session   |   August 01, 2020
The Impact of an Occupational Therapy–Based Handwriting Program for a Preschool Student
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411515453. https://doi.org/10.5014/ajot.2020.74S1-PO9130
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411515453. https://doi.org/10.5014/ajot.2020.74S1-PO9130
Abstract

Date Presented 03/28/20

This single-subject study explores the effects of an OT-led handwriting intervention with a prekindergarten student. Using collaborative and coaching approaches with the teacher, intervention included 16 sessions focused on improving areas of letter formation and posture. The findings demonstrated that a structured handwriting curriculum with ongoing collaboration and coaching in a preschool setting maximized occupational performance.

Primary Author and Speaker: Breanna Taylor

Additional Authors and Speakers: Lesly James, Denise Donica

Contributing Authors: Hailey Speight, Margaret McKinney, Elizabeth Carter