The Need for a Handwriting Intervention Guideline for Occupational Therapists in the Malaysian Context

Zainol, M. R. R. M. A.; Kadar, Masne; Razaob, Nor Afifi; Yunus, Farahiyah Wan

doi:10.1080/19411243.2021.2009954

Cited by 3 publications

(6 citation statements)

References 60 publications

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“…This scoping review complied with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for scoping review (PRISMA-ScR) checklist (25). The method was selected as a guideline to map the recent advancement of prewriting interventions and identify the depth of other themes aside from pre-requisites skills for the designated population (21).…”

Section: Methodsmentioning

confidence: 99%

“…The six pre-requisite skills required for handwriting were a reliable reference in observing and monitoring children's handwriting development from an occupational therapy perspective. From the occupational therapy practice's viewpoint that receives multiple school referrals for handwriting, concerns are usually linked to poor fine motor skills development, difficulty recognizing and recalling uppercase or lower case letters, poor handwriting legibility, and children with below the developmental age speed of writing (21).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

Zain¹,

Hamdan²,

Razak³

et al. 2022

MJMHS

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This scoping mapped the evidence regarding pre-writing interventions for developmental disabilities and typically developing children. This review followed the PRISMA-Scoping Review guidelines. Evidence between January 2011 and July 2021 was retrieved from four databases: EBSCO, ScienceDirect, Scopus, and Web of Science. Selected articles were evaluated for quality using the Crowe Critical Appraisal Tool (CCAT). Ten articles were included in the study, with CCAT scores ranging between 68% and 85%. Findings were arranged in five themes: (1) pre-writing interventions, (2) pre-requisite handwriting skills, (3) protocol and interventions, (4) intervention pioneer, and (5) conveyance of interventions. Generally, pre-writing interventions were aligned with the pre-requisite skills of handwriting. Digitized-based interventions were commonly utilized and expanded in developing pre-writing skills. Acquiring effective pre-writing interventions for both populations will refine the handwriting performance. Further exploration of the integration of pre-writing skills with digitized-based intervention is required to evaluate the effectiveness of the intervention.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

Zain¹,

Hamdan²,

Razak³

et al. 2022

MJMHS

View full text Add to dashboard Cite

show abstract

“…Furthermore, the rationale is to furnish professional practice such as therapists, teachers, and parents with a comprehensive and standardized guideline in handwriting intervention. Moreover, the rationale is to align intervention practice to establish a valid and reliable guideline with a holistic focus to address handwriting issues among children (Zainol et al, 2021).…”

Section: The Rationale For a Handwriting Intervention Guidelinementioning

confidence: 99%

“…Handwriting skills were included in 30-60% of tasks in schools for children (McHale & Cermak, 1992). The definition of handwriting difficulties was declared as the issues of letter formation that involve dyslexia and dysgraphia characteristics among children (Zainol et al, 2021). The indicator of a child having handwriting difficulties is a score of below 80 percent from the overall score in handwriting performance using any standardized tool such as The Print Tool, Test of Handwriting Skills-Revised, or Evaluation Tool of Children's Handwriting (Chang and Yu, 2017;Prunty & Barnett, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Depiction of Handwriting Intervention Guideline for Children with Handwriting Difficulties in Malaysia

ZAINOL¹,

Masne²,

RAZAOB³

et al. 2022

EPESS

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Handwriting skill is the major occupational therapy intervention executed by occupational therapists who are working with children. This article aims to describe a newly developed handwriting intervention guideline for occupational therapy service delivery in Malaysia. The handwriting intervention guideline is set up to be applicable for children aged four to nine years. The guideline is presented to support children with handwriting issues in terms of handwriting readiness and writing criteria specifically on capitals, lowercase, and numbers. This article provides a description of the handwriting intervention guideline such as the rationale of this guideline, content structure, and activity modules to guide clinical practice. The guideline has been implemented on a group of children with pre- and post-measures. The outcome findings are demonstrated to show the viability of the guideline to be used by occupational therapy practitioners. This depiction of handwriting intervention guidelines is expected to assist occupational therapy practitioners in conducting handwriting intervention for children to suit our socio-cultural background and educational system.

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“…Handwriting difficulty affected about 6-33% of children, specifically in motor coordination and visual-motor aspects (1,2). Handwriting difficulty was defined as dyslexic dysgraphia (3).…”

Section: Introductionmentioning

confidence: 99%

Face and Content Validity of a Handwriting Program for Children With Handwriting Difficulties

Zainol¹,

Kadar²,

Razaob³

et al. 2023

MJMHS

Self Cite

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Introduction: Occupational therapists have been developing various handwriting intervention that has fundamental occupational goals with known validity to guide professional practice in the treatment of children with handwriting difficulties. This study aimed to explore the development and content validation of a developed handwriting intervention programme for children with handwriting difficulties. Methods: This study employed a combination of qualitative and quantitative methodology based on the sequential exploratory design in two main stages. The first stage is the focus group discussion and followed by a validation procedure using face and content validity scored by the expert reviewers. A total of thirteen experts participated in this study. Results: The findings were analyzed thematically according to physical appearance, language used, and content in the developed programme. The face and content validity report a convincing value, ranging from 0.99 to 1.00 of S-CVI values on four aspects, relevancy, clarity, simplicity, and ambiguity in the developed programme. Conclusion: This study provided preliminary approval for the development and validation of a handwriting intervention programme for children with handwriting difficulties to support the demand in the Malaysian school curriculum.

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The Need for a Handwriting Intervention Guideline for Occupational Therapists in the Malaysian Context

Cited by 3 publications

References 60 publications

Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

A Depiction of Handwriting Intervention Guideline for Children with Handwriting Difficulties in Malaysia

Face and Content Validity of a Handwriting Program for Children With Handwriting Difficulties

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