Defining Occupational Therapy Interventions for Children with Fine Motor and Handwriting Difficulties

Piller, Aimee; Torrez, Elizabeth

doi:10.1080/19411243.2019.1592053

Cited by 14 publications

(10 citation statements)

References 39 publications

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“…Findings suggested that both top-down, bottom-up and mixed approaches were used in assessments and interventions. This is consistent with previous research in Canada and the USA, that found occupational therapists often used an ‘eclectic’ approach, focussing on performance components, alongside cognitive strategies to support the development of handwriting skills (Cramm and Egan, 2015; Feder et al, 2000; Piller and Torrez, 2019). However, some participants in our study clearly rejected bottom-up approaches, demonstrating an awareness of the current evidence-base that indicates how interventions addressing underlying performance components are not effective in improving handwriting (Hoy et al, 2011).…”

Section: Discussionsupporting

confidence: 90%

“…Additionally, the recognition that learning to type was a useful skill that would be beneficial post-school suggests occupational therapists considered both adolescents’ current and future needs. Although previous research has explored occupational therapists’ practice with children experiencing handwriting difficulties (Cramm and Egan, 2015; Feder et al, 2000; Woodward and Swinth, 2002; Piller and Torrez, 2019), and technology recommendations with this group (Freeman et al, 2004), the current study has highlighted the core principles that underpin UK practice. These key findings align with current literature and professional guidelines that emphasise occupational therapy as person-centred and based on understanding of the connection between the person, occupation and environment (Royal College of Occupational Therapists, 2021; Pentland et al, 2018).…”

Section: Discussionmentioning

confidence: 97%

“…Current evidence suggests a top-down approach is more effective for handwriting skill development (Hoy et al, 2011; Santangelo and Graham, 2016). However, studies conducted in the USA and Canada suggest occupational therapists tend to use bottom-up approaches (Piller and Torrez, 2019) or a combination of both (Cramm and Egan, 2015; Feder et al, 2000; Woodward and Swinth, 2002), and there is limited understanding of how occupational therapists in the UK support children with handwriting difficulties.…”

Section: Introductionmentioning

confidence: 99%

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Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

Nightingale

Sumner²,

Prunty

et al. 2022

British Journal of Occupational Therapy

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Introduction While most children have developed effective handwriting by secondary school age, some have handwriting difficulties that hamper academic progress. Occupational therapists play a role in assessment and planning support, which may include introducing typing as an alternative. However, there is limited understanding regarding how decisions are made about recommending typing. This study explored the support provided to adolescents with handwriting difficulties by occupational therapists, and the contextual factors that influence their decision-making. Method Semi-structured interviews were conducted with 13 occupational therapists and analysed using thematic analysis. Findings Although there was shared practice underpinned by occupational therapy philosophy, there was also divergent practice due to different approaches. Roles and responsibilities, resources, and evidence and experience influenced occupational therapists’ practice. Understanding the adolescent’s motivation, the effect of handwriting difficulties on well-being and the need for a functional method to record schoolwork, was central to occupational therapists’ decision-making to recommend typing. Conclusion Strategies are needed to address the knowledge-practice gap, including evidence-based guidelines. Closer collaboration between occupational therapists and school staff could increase understanding of roles and highlight the unique occupational therapy contribution. Further research examining whether, when and how to introduce typing as an alternative to handwriting would support best practice.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

Nightingale

Sumner²,

Prunty

et al. 2022

British Journal of Occupational Therapy

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“…From this review, motor function, visual, and perceptual skills are the most important skills components assessed for handwriting performance. Occupational therapists need to apply evidence-based interventions that have substantial impact in motor skills especially fine motor (Piller & Torrez 2019).…”

Section: Intervention Characteristics That Demonstrated Highest Efficacymentioning

confidence: 99%

The Effectiveness of Occupational Therapy Handwriting Intervention for Children with Motor Coordination Issues: A Systematic Review

Zainol

Kadar

Razaob

et al. 2022

JSKM

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Handwriting difficulty is one of the main issues among school children, especially for those with motor coordination issues. The aim of this systematic review is to evaluate the effectiveness of occupational therapy interventions in handwriting components for children with motor coordination issues. Current research articles were systematically searched according to the PRISMA guidelines. Two hundred and sixty-eight (n=268) research articles were identified; however, only ten (n=10) were eligible to be evaluated for this study. Studies were appraised by using McMaster Critical Review Form-Quantitative Studies. Descriptive synthesis was executed due to the heterogeneity of included studies. The review found various types of intervention conducted by occupational therapists to have a positive effect on handwriting performance components among children with motor coordination issues. Types of intervention used were visual, motor, perceptual, sensory, activity of daily living skills, training device and assistive technology and specific handwriting programs. Most handwriting intervention showed effectiveness to improve handwriting performance in motor function, visual and perceptual components. Future research should focus on homogeneity of Occupational Therapy (OT) intervention to improve handwriting performance by using specific handwriting programmes and similar standardised evaluation instruments. Practitioners of OT intervention should consider collaboration with teachers, parents and other health professionals to expedite effectiveness of intervention in handwriting performance components.

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“…They often manifest as children transition from pre-school to school when time spent on fine motor activities increases, in particular paper and pencil tasks (Lust and Donica, 2011). Given fine motor difficulties affect handwriting, it is perhaps unsurprising that handwriting difficulties are often the main reason for referral of school-age children to paediatric occupational therapy (Piller and Torrez, 2019, Collette et al, 2017). Importantly, a recent systematic review found occupational therapy intervention improved targeted writing skills in four to six-year-old children (Kadar et al, 2020).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

Henderson¹,

Hughes²,

Coxon

2022

British Journal of Occupational Therapy

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Introduction Children often present to occupational therapy with delays in pre-school occupations, with underlying skill deficits. If unaddressed, deficits may affect adjustment to school, jeopardising educational progress. Although evidence supports group-based interventions, evaluation can be time-intensive and expensive. We developed and piloted an evaluative toolkit to measure and report outcomes for short school readiness groups. Method We sought measures that were inexpensive, reliable and responsive to change in key domains. Skills and pre-school occupations were measured in children [ n = 58; mean = 5 years] before and after our school starters group program. Parents rated their children’s skills, school readiness and level of school-related anxiety. Results Our resource-efficient, multi-measure, skills-based evaluative toolkit reliably recorded changes in children’s performance in our school readiness program. Measures were adapted for groups. Children demonstrated improvements in skills important for successful school transition pre-post program; including static and dynamic balance, pencil grasp/control, pre-writing/drawing skills and name writing. Parents’ confidence in their child’s readiness for school increased, while school-related-anxiety decreased. Conclusion The evaluative toolkit proved responsive to change and showed excellent inter-rater reliability. Measures were practicable for groups, easy to administer and score, and engaged parents in their child’s progress. In our six-session School Starters group, important pre-school skills were improved in participating children.

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Defining Occupational Therapy Interventions for Children with Fine Motor and Handwriting Difficulties

Cited by 14 publications

References 39 publications

Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

The Effectiveness of Occupational Therapy Handwriting Intervention for Children with Motor Coordination Issues: A Systematic Review

Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

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