AOTA

Authors:

 Naomi Weintraub, PhD, OTR

Earn: .1 AOTA CEU (1.25 NBCOT PDU; 1 contact hour)

Overview:

This chapter discusses writing as an essential school activity that students use throughout their academic years. As with any learned motor activity, acquisition of handwriting requires educators to provide systematic instruction and practice. When problems arise in writing, a request for an occupational therapy evaluation is made to gather information using formal and informal methods with respect to the student’s performance and contextual supports and barriers. Using a professional reasoning process, the occupational therapist develops an intervention program. This program needs to be client centered and match the student’s abilities and needs and the family’s preferences. In addition, consideration needs to be given to the school’s curriculum, instructional methods, and environment. Evidence indicates that occupation-based intervention that includes handwriting practice is most effective. Finally, collaborating with school staff is important for long-term effective outcomes.

Learning Objectives:

1.      List the four language systems and describe the process of handwriting.

2.      Differentiate between the process of handwriting and the handwritten product.

3.      Describe methods to measure handwriting performance.

4.      Discuss best practices in occupational therapy for evaluating writing skills and providing effective writing interventions to enhance participation.

Key Terms and Concepts:

·         Dysgraphia

·         Keyboarding

·         Language by ear

·         Language by eye

·         Language by hand

·         Language by mouth

·         Legibility

·         Simple view of writing