CCSD PICO Project Presentation

CCSD Fieldwork PICO Project 2013

Casey Walker, OTS

Touro University Nevada

FINE VS. GROSS MOTOR HANDWRITING INTERVENTIONS

Which intervention is

more effective in improving

handwriting in students with

learning disabilities: fine or gross motor

activities?

Literary Review

• Sensorimotor Intervention vs. Therapeutic Practice on Handwriting

• Typically Developing Children

• Results: Handwriting Improved Significantly with Therapeutic Practice

• Assessing Effectiveness of Handwriting Interventions

• Typically Developing Children

• Visual-Perceptual Motor Vs. Handwriting Practice

• Results: Handwriting improved with both groups but more with handwriting practice

Research • 6 Weeks

• Handwriting Samples

• Pre & Post Intervention

• First Name

• Consistent Paper

• 1 Subject

• Frist Grade- 6 Year Old Boy

• Special Education Eligibility- Specific Learning Disability

• Self-Contained Primary Classroom with 17 students with variety of disabilities (cognitive & physical)

• Past medical history infers prenatal exposure to drugs, alcohol and tobacco, was premature and questionable diagnosis of FAS and ADHD.

Fine Motor Interventions

•Lacing

•Beading

•Card Construction

•Writing/ Tracing

•Foam Puzzles

•Playdoh Shape Building

•Zoo Sticks & Beans

•Card Game

Projects: Manipulatives:

Gross Motor Intervention •Sensory Motor “Yoga” Group

•Entire Classroom (17 Students)

•Approximately 30 Minute Routine

•Variety of Poses

• Strength, balance, coordination & body awareness

Analysis of Data •You be the judge

Five out of six intervention samples showed improvement

Considerations •Variables

•Factors

•Reality

•Statistical Significance

•Hind-sight

•Benefits

Conclusion...

Intervention Works!

Resources • Denton, P. L., Cope, S., & Moser, C. (2006). The effects of

sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11-year-old children. American Journal of Occupational Therapy, 60, 16–27.

• Howe, T.-H., Roston, K. L., Sheu, C.-F., & Hinojosa, J. (2013). Assessing handwriting intervention effectiveness in elementary school students: A two-group controlled study. American Journal of Occupational Therapy, 67, 19–27.