A Systematic Review of Interventions to Improve Handwriting

Hoy, Monica M. P.; Egan, Mary; Feder, Katya

doi:10.2182/cjot.2011.78.1.3

Cited by 133 publications

(116 citation statements)

References 56 publications

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“…al., 2009). Interventions that did not include handwriting practice were not effective in improving handwriting performance (Hoy et al, 2011).…”

Section: Handwriting Retraining For Adults With Stroke or Similar Neumentioning

confidence: 99%

“…In addition, interventions for improving handwriting performance in children that involve repetitive practice of handwriting tasks are more effective than non-specific training (Hoy, Egan, & Feder, 2011). Therefore interventions that involve task-specific motor training principles are expected to improve handwriting performance in adults following stroke.…”

Section: Synopsismentioning

confidence: 99%

“…A recent systematic review investigated child-specific handwriting interventions provided by occupational therapists (Hoy et al, 2011). Nine randomised-and two non-randomised controlled trials were involving relaxation, biofeedback, sensory-based training and handwriting practice.…”

Section: Handwriting Retraining For Adults With Stroke or Similar Neumentioning

confidence: 99%

“…A systematic review of RCTs concluded that interventions that improved handwriting performance in school-aged children involved extensive (20+hours) direct handwriting practice (Hoy et al, 2011). The inclusion of handwriting practice, rather than non-specific finger exercises, is consistent with task-specific practice, an intervention that improves motor abilities when training motor tasks with adults with stroke (French et al, 2007;Hubbard et al, 2009).…”

Section: Applying the Cognitive Orientation To Dailymentioning

confidence: 99%

See 3 more Smart Citations

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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facilities, health-related websites and in a seniors' newspaper. Eligibility criteria included having sustained a stroke at least three months previously, having self-reported difficulties with, and goals related to, handwriting, being able to hold a pen, and having sufficient cognitive and communication skills to complete a daily home program.A four-week, home-based handwriting training program was delivered by an occupational therapist. The intervention applied principles of task-specific motor training, involving intensive practice of meaningful handwriting tasks related to participant goals. Whole handwriting tasks were practised, as well as problematic handwriting task components. An occupational therapist provided supervised practice and coaching, giving feedback on task performance and using shaping to achieve the right level of challenge. Two 1-hour therapy sessions were provided per week. Another three hours per week of independent, unsupervised practice was prescribed to increase practice intensity. Participants were taught cognitive strategies to analyse their handwriting performance and problem-solve ways to improve specific handwriting features.Handwriting performance was measured at baseline, after the training program (at four weeks) and four weeks later. The primary outcome measure was the modified Evaluation Tool of Children's Handwriting-Words (mETCH-W), a subtest of the Handwriting Assessment Battery (HAB). Secondary outcome measures included other subtests of the HAB, the modified Four Point Scale, and the modified Disability of the Arm, Shoulder and Hand (DASH) Scale. Legibility was scored by a blinded rater.Feasibility of recruitment, intervention and outcome measures was evaluated using descriptive statistics, including means, standard deviations and proportions. Utility of the outcome measures was also evaluated by comparing participant score at baseline, postintervention and follow-up. Mean or median change scores were then calculated between these three time points and reported with a 95% confidence interval or interquartile range.Results: Seven adults with stroke were recruited over 18 months (eligibility fraction 43% of those screened, and enrolment fraction 78% of those eligible). There were no dropouts. Mean time post stroke was 2.6 years (range: 3 months to 7 years). Mean age was 71 years (range: 50 to 87 years). Mean disability measured using the Modified Rankin Scale was 2.3 (range 1 to 4). Although recruitment was slow, the intervention was feasible. Participants completed a mean of 7.9 hours of occupational therapy supervised handwriting practice (range: 7.6 to 8.3 hours) and 10 hours of independent practice (range: 6 to 14 hours). Participants were able to

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“…al., 2009). Interventions that did not include handwriting practice were not effective in improving handwriting performance (Hoy et al, 2011).…”

Section: Handwriting Retraining For Adults With Stroke or Similar Neumentioning

confidence: 99%

Section: Synopsismentioning

confidence: 99%

Section: Handwriting Retraining For Adults With Stroke or Similar Neumentioning

confidence: 99%

Section: Applying the Cognitive Orientation To Dailymentioning

confidence: 99%

See 2 more Smart Citations

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

View full text Add to dashboard Cite

show abstract

“…Although handwriting difficulties may stem from underlying difficulties in sensory discrimination or praxis, interventions that use sensory-based approaches without handwriting practice have generally been shown to be ineffective (Hoy, Egan, & Feder, 2011). Therefore, for these children with handwriting difficulties, a multifaceted intervention plan should include the use of therapeutic handwriting practice, particularly when a child cannot participate in expected school-based tasks.…”

Section: Child-focused Interventionsmentioning

confidence: 99%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

The American Journal of Occupational Therapy

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Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.

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Handwriting Development and Comparison

Allen¹

2015

Foundations of Forensic Document Analysis

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A Systematic Review of Interventions to Improve Handwriting

Abstract: Effective occupational therapy for improving handwriting must include adequate handwriting practice.

Cited by 133 publications

References 56 publications

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Handwriting Development and Comparison

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