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CCSD PICO Project Presentation
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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.