Effectiveness of a self-regulated remedial program for handwriting difficulties
- Author
- Hilde Van Waelvelde (UGent) , Amy De Roubaix (UGent) , Lien Steppe, Evy Troubleyn, Barbara De Mey (UGent) , Grietje Dewitte (UGent) , Julie Debrabant (UGent) and Dominique Van de Velde (UGent)
- Organization
- Abstract
- Background: Handwriting difficulties may have pervasive effects on a child's school performance. I Can! is a remedial handwriting program with a focus on self-regulated learning and applying motor learning principles combined with a behavioural approach. It is developed for typically developing children with handwriting problems. Objective: The study aim was to evaluate the program's effectiveness. Materials and methods: Thirty-one children aged 7-8 year participated in a cross-over study. Handwriting quality and speed were repeatedly assessed by means of the Systematic Screening of Handwriting Difficulties test. Difficulties addressed were fluency in letter formation, fluency in letter connections, letter height, regularity of letter height, space between words, and line path. Results: Mixed model analysis revealed improved quality of writing and speed for all children but significantly more improvement in handwriting quality for the children participating in the program. Although writing speed improved over time, no additional effects of the program occurred. Conclusions and significance: I Can!' is found to be an effective instructive program to ameliorate handwriting quality in typically developing children with handwriting difficulties. The program's success was by a therapy burst of only 7 weeks focusing on the child's self-regulated learning capacities, within an individualized education plan according to their needs and goals.
- Keywords
- Handwriting, children, intervention program, remedial education, DEVELOPMENTAL COORDINATION DISORDER, CHILDREN, INTERVENTION, STUDENTS, RECOGNITION, INSTRUCTION, CHILDHOOD
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8572183
- MLA
- Van Waelvelde, Hilde, et al. “Effectiveness of a Self-Regulated Remedial Program for Handwriting Difficulties.” SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY, vol. 24, no. 5, 2017, pp. 311–19, doi:10.1080/11038128.2017.1282041.
- APA
- Van Waelvelde, H., De Roubaix, A., Steppe, L., Troubleyn, E., De Mey, B., Dewitte, G., … Van de Velde, D. (2017). Effectiveness of a self-regulated remedial program for handwriting difficulties. SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY, 24(5), 311–319. https://doi.org/10.1080/11038128.2017.1282041
- Chicago author-date
- Van Waelvelde, Hilde, Amy De Roubaix, Lien Steppe, Evy Troubleyn, Barbara De Mey, Grietje Dewitte, Julie Debrabant, and Dominique Van de Velde. 2017. “Effectiveness of a Self-Regulated Remedial Program for Handwriting Difficulties.” SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY 24 (5): 311–19. https://doi.org/10.1080/11038128.2017.1282041.
- Chicago author-date (all authors)
- Van Waelvelde, Hilde, Amy De Roubaix, Lien Steppe, Evy Troubleyn, Barbara De Mey, Grietje Dewitte, Julie Debrabant, and Dominique Van de Velde. 2017. “Effectiveness of a Self-Regulated Remedial Program for Handwriting Difficulties.” SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY 24 (5): 311–319. doi:10.1080/11038128.2017.1282041.
- Vancouver
- 1.Van Waelvelde H, De Roubaix A, Steppe L, Troubleyn E, De Mey B, Dewitte G, et al. Effectiveness of a self-regulated remedial program for handwriting difficulties. SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY. 2017;24(5):311–9.
- IEEE
- [1]H. Van Waelvelde et al., “Effectiveness of a self-regulated remedial program for handwriting difficulties,” SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY, vol. 24, no. 5, pp. 311–319, 2017.
@article{8572183,
abstract = {{Background: Handwriting difficulties may have pervasive effects on a child's school performance. I Can! is a remedial handwriting program with a focus on self-regulated learning and applying motor learning principles combined with a behavioural approach. It is developed for typically developing children with handwriting problems.
Objective: The study aim was to evaluate the program's effectiveness.
Materials and methods: Thirty-one children aged 7-8 year participated in a cross-over study. Handwriting quality and speed were repeatedly assessed by means of the Systematic Screening of Handwriting Difficulties test. Difficulties addressed were fluency in letter formation, fluency in letter connections, letter height, regularity of letter height, space between words, and line path.
Results: Mixed model analysis revealed improved quality of writing and speed for all children but significantly more improvement in handwriting quality for the children participating in the program. Although writing speed improved over time, no additional effects of the program occurred.
Conclusions and significance: I Can!' is found to be an effective instructive program to ameliorate handwriting quality in typically developing children with handwriting difficulties. The program's success was by a therapy burst of only 7 weeks focusing on the child's self-regulated learning capacities, within an individualized education plan according to their needs and goals.}},
author = {{Van Waelvelde, Hilde and De Roubaix, Amy and Steppe, Lien and Troubleyn, Evy and De Mey, Barbara and Dewitte, Grietje and Debrabant, Julie and Van de Velde, Dominique}},
issn = {{1103-8128}},
journal = {{SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY}},
keywords = {{Handwriting,children,intervention program,remedial education,DEVELOPMENTAL COORDINATION DISORDER,CHILDREN,INTERVENTION,STUDENTS,RECOGNITION,INSTRUCTION,CHILDHOOD}},
language = {{eng}},
number = {{5}},
pages = {{311--319}},
title = {{Effectiveness of a self-regulated remedial program for handwriting difficulties}},
url = {{http://doi.org/10.1080/11038128.2017.1282041}},
volume = {{24}},
year = {{2017}},
}
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