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

Abstract

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.

Doing the ‘write’ thing: handwriting and typing support in secondary schools in England

“…Practitioners suggested that there were student‐level factors, such as age, gender and the presence of additional needs that would be considered in the decision‐making process of whether to persevere with handwriting or offer typing as an alternative. This is similar to the findings reported in a recent study on the work of OTs with secondary school students with handwriting difficulties (Nightingale et al, 2002). OTs described a child‐centred approach to decision‐making around the recommendation of typing, considering motivation, the effect on well‐being and the need for a functional method to record schoolwork.…”

“…This highlights that the transition to typing may not be a ‘one‐size‐fits‐all’ and different students may benefit from particular provision. In addition, as also reported by OTs in Nightingale et al (2002) practitioners in the present study recognised the need to reduce stigma, which may be observed when a student starts to use a word processor and they then feel different to their peers who are still using handwriting in the classroom.…”

“…Indeed, a 2016 position statement from the World Federation of Occupational Therapy (WFOT) emphasised the importance of occupational therapists in schools to support participation in school-based tasks, including writing (WFOT, 2016). While the WFOT position statement is being adopted in the United Kingdom, OTs have highlighted variation in the practice of those supporting students with handwriting difficulties (Nightingale et al, 2002). As such, there is a real need for standardised, clinical guidelines to support consistency and best practice.…”

Dysgraphia detection based on convolutional neural networks and child-robot interaction

“…However, the handwriting process constitutes an important competence and a fundamental starting point in the learning process, rather, it is the common denominator between learning other academic subjects such as reading, writing, and arithmetic [5]. It is the basis of teaching, learning, logical reasoning, and solid observation [6]. The ability to write is the result of both mental and physical development related to the capacity to adapt and transmit signals between the nervous system and the motor systems of the body (muscles) [7].…”

Psychometric Assessment of the Handwriting Proficiency Screening Questionnaire (HPSQ)—Thai Version for Primary School-Aged Children

“…Handwriting, and related fine motor problems, are a primary reason for referral to occupational therapy, particularly in the school setting. Occupational therapists (OTs) play a significant role in this regard, by offering a variety of services to improve handwriting [ 8 , 9 ]. These services may be delivered directly by assessing the child’s performance (motor, cognition, visual perception, and psychological status) observing, and interviewing and consulting parents and teachers as the primary sources of information about the child’s handwriting problems [ 10 ] for goal setting, planning, and intervention.…”