[article] 
inAmerican Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015)

Titre :	Handwriting Without Tears® : General Education Effectiveness Through a Consultative Approach
Type de document :	texte imprimé
Auteurs :	Denise K. DONICA
Année de publication :	2015
Langues :	Anglais (eng)
Mots-clés :	Ergothérapie  Ecole maternelle  Pédagogie  Ecriture  Travail pluridisciplinaire
Résumé :	OBJECTIVE. This study explores the effectiveness of the Handwriting Without Tears® (HWT) kindergarten printing curriculum in general education through a consultative approach with occupational therapy. METHOD. One cohort of students was the control (n = 19), whereas two other cohorts were experimental groups learning printing through the HWT curriculum (n = 20 each). The Test of Handwriting Skills–Revised (THS–R) was used to collect end-of-year legibility scores for all cohorts. RESULTS. Both experimental groups individually and both experimental groups combined into one group outperformed the control group on all 10 of the THS–R subtests—scoring significantly higher (p < .05 using analysis of covariance controlling for age and gender) on 6 of the subtests for the former and 7 for the latter—and on overall score. Large treatment effects were found for the standard score for each experimental group (d = 0.81, 1.03, and 1.00). CONCLUSION. This study supports the consultative role of occupational therapy with teachers in general education for handwriting curriculum implementation and the success of HWT for printing instruction.
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[article] Handwriting Without Tears® : General Education Effectiveness Through a Consultative Approach [texte imprimé] / Denise K. DONICA . - 2015.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015)

Mots-clés :	Ergothérapie  Ecole maternelle  Pédagogie  Ecriture  Travail pluridisciplinaire
Résumé :	OBJECTIVE. This study explores the effectiveness of the Handwriting Without Tears® (HWT) kindergarten printing curriculum in general education through a consultative approach with occupational therapy. METHOD. One cohort of students was the control (n = 19), whereas two other cohorts were experimental groups learning printing through the HWT curriculum (n = 20 each). The Test of Handwriting Skills–Revised (THS–R) was used to collect end-of-year legibility scores for all cohorts. RESULTS. Both experimental groups individually and both experimental groups combined into one group outperformed the control group on all 10 of the THS–R subtests—scoring significantly higher (p < .05 using analysis of covariance controlling for age and gender) on 6 of the subtests for the former and 7 for the latter—and on overall score. Large treatment effects were found for the standard score for each experimental group (d = 0.81, 1.03, and 1.00). CONCLUSION. This study supports the consultative role of occupational therapy with teachers in general education for handwriting curriculum implementation and the success of HWT for printing instruction.
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