JSET E Journal, Volume
15, Number 3, Summer 2000
Research & Practice
Associate Editor Column
Dave Edyburn
Action Research Tools for Assessing Handwriting Skills and Enhancing Handwriting Instruction with Technology
Introduction
The items featured in this column on research and practice serendipitously
appeared on my desk the same week from authors in different parts
of the country. Individually, both works offer interesting insights
into the use of technology as a means of overcoming difficulties
in handwriting. Featured together, they offer some outstanding
possibilities for action research on assessment and interventions.
The following information, presented in a question and answer
format, offers a few words of introduction by the authors concerning
their work. Readers interested in using these materials as part
of their own action research activities are encouraged to contact
the authors for additional information.
Writing/Computer Needs Assessment
Guest Columnists: Karen Anderson and Debbie Spencer
Q: Why did you create your assessment instrument?
A: We created our informal assessment because we saw that there
was really no information-gathering instrument examining handwriting
ability and computer needs for purposes of graphic output. The
definition of graphic output is anything that takes the place
of pen or pencil. So often, graphic output is a critical issue,
particularly when looking at assistive technology.
Q: How do you use this tool in your work?
A: The tool is used as part of the assistive technology evaluations
at our center when graphic output is an issue. It is only a means
of recording information. We've used it in both private practice
and public school settings.
IDEA requires that assistive technology be considered as a
factor in the completion of the IEP. Assistive technology can
be defined as any device or piece of equipment that enables a
person with a disability to complete a task that he or she may
not otherwise be able to perform.
What things should be considered and when should assistive technology
be considered with regard to graphic output (writing)? A team
approach should be taken when considering any assistive device.
This team should consist of the support personnel and caregivers.
Selection needs to be a collaborative effort. Things to consider
are how the individual is currently meeting their needs, what
their desires are, the environment in which the tasks are performed,
the longevity of the device, the cost of the device, and the practicality
of its use.
The definition of graphic output is anything that takes the place
of a pen or pencil. The technology may be as low tech as a pencil
grip and as high tech as a computer with a talking word processing
program or voice activated software. This type of assistive technology
needs to be considered when an individual needs some sort of assistance
with the production of the written word.
There are different categories of students with atypical writing
production issues They are as follows:
Students with mild writing problems:
can write
can use a pencil
produce print or cursive that is large
produce print or cursive with poor legibility
produce print or cursive at a slow rate affecting productivity
exhibit fatigue
Students with moderate writing problems:
may be able to write
can use a pencil/pen with adaptations
produce print or cursive that is mostly illegible
have low productivity
experience significant fatigue
have benefited from typical handwriting programs
Students with a significant writing problem:
can't write
can't functionally use a pencil/pen
may use someone to scribe
Assessment of the individual's ability to meet the demands of
the writing tasks will assist in the selection of the type of
device an individual needs. A variety of solutions need to be
considered. The degree of physical involvement of the individual
has a direct effect on their ability to write.
Low tech solutions can include modifications in the writing instrument
or the surface one is writing on. Clip boards, slant boards, and
a non slip surface (dycem) are a few of the modifications that
one might require. Additionally, pencil grips, wrist weights,
pencil pals, large pencils or magic markers might address the
need for modification of the writing utensil.
Flexion of the wrist and the position of the hand on the paper
can also determine the type of modification required. Incorrect
positioning may warrant the use of a slant board which would require
an individual to flex the wrist or the use of a clip board which
would secure the paper placement when writing.
Inability to hold a pencil might require the consideration of
the use of a keyboard. The degree of the physical involvement
would determine the type of keyboard. One might need a standard
keyboard, expanded or alternative keyboard. Another consideration
might be the use of a trackball, trackpad or single switch which
could interface with an onscreen keyboard that scans. Another
alternative is the use of talking word processors, word prediction
programs, and voice recognition software. Not yet perfected is
brain activated software that reads brain waves through a headband
that has electrodes attached.
On the following pages is a sample needs assessment that could
be used to assist in the matching of a device with an individual
requiring modifications for the purposes of graphic output. This
instrument was designed to assist in gathering the information
needed to match the individual with the appropriate assistive
technology that would enable then to have a written means of communication.
Download or use PDF version
of Needs Assessment
Writing/Computer Needs Assessment
Client Information:
Name: __________________________ Sex: __________ Age: ______
Social Security No.: ________________ Birthdate: _________________
Parents Name: ____________________ School: ___________________
Address: ________________________ CDC: ____ Resource: ______
Phone No. _______________________ Regular: __________
Disability information:
Stated primary disability: _____________________________________________________
Describe any visual deficits: ___________________________________________________
Describe any hearing deficits: __________________________________________________
Describe motor functioning: ___________________________________________________
Academic information:
Reading level: _______________________________________________________
Comprehension level: _______________________________________________________
Math level: _______________________________________________________
Technology/Classroom Environment:
Is a computer used in the classroom? ___ yes __ no How many?
____
If yes, what format: ____________ when? ____________________
how?___________________________________________________
could it be used exclusively by the student?_____________________
Where is the computer located?
__ classroom __ teacher's office
__ separate classroom __ other
Is the computer wheelchair accessible? ___ yes __ no __ not applicable
What kind of software is available in the classroom? (please list)
________________________ _________________________
________________________ _________________________
________________________ _________________________
Is the classroom equipped with any assistive technology? ___ yes
___ no
If yes, please list?
________________________ _________________________
________________________ _________________________
Technology/Home Environment:
Does the student have a computer at home? ____ yes ___ no
If yes, what format? __________________________
Describe how the student used this computer: __________________________________________________________
__________________________________________________________
What kind of software is available at home? (please list)
________________________ _________________________
________________________ _________________________
________________________ _________________________
________________________ _________________________
Describe observations of the student using the computer: __________________________________________________________
__________________________________________________________
Visual Abilities:
The student: (check all that applies)
___ Copies a whole sentence from the board without looking back
at the board once the sentence is read (using visual memory)
___ Copies individual words form the board instead of whole sentence
___ Copies individual letters of a word from the board
___ Cannot read what is to be copied from the board
___ Cannot copy from the board
___ Omits words when coping a sentence from a book
___ Can quickly find his/her place on the board when copying
___ Copies whole sentences from a book
___ Copies individual words from a book instead of the whole sentence
___ Copies individual letters of a word from a book
___ Cannot copy from a book
___ Can read from left to right without omissions
___ Can quickly find his/her place in a book when copying
Fine Motor Abilities:
The student: (check all that applies)
___ right handed
___ left handed
___ no dominance
___ holds the pencil/pen with a functional grasp
___ holds the pencil/pen with a non-functional grasp
Additional Observations:
___ completes work legibly but is slow
___ written work is not legible
___ legibility improves when student rewrites work
___ student complains of his/her hand tiring or hurting
___ student writes in manuscript
___ student writes in cursive
___ cursive has not been tried
___ can use a mouse for computer access
___ uses the "hunt and peck" technique for keyboard
___ can use both hands in the appropriate position for the keyboard
Describe any other pertinent information regarding fine motor
skills:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Positioning:
___ Sits at a desk just above elbow height with feet on the
floor
___ Leans over on the desk with head down when writing
___ Uses the non-dominant hand to stabilize the paper
___ Does not use the non-dominant hand to stabilize paper
___ Moves frequently in the chair
___ Sits at a desk that is above elbow height
___ Sits at a desk that is below elbow height
Writing:
___ Breaks the pencil lead
___ Writes very light
___ Does not space between words
___ Has difficulty writing on lines
___ Writes too big
___ Writes too little
SUMMARY AND RECOMMENDATIONS
Strengths:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Challenges:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Recommendations:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Equipment Needed:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Follow-up Plan:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Team Members Involved:
________________________________
________________________________
________________________________
________________________________
________________________________
Report Completed by: ________________________________________
Date: ___________________________
Technology Resources for Enhancing Handwriting Skills
Guest Columnists: Rachel Vecitis and Kasi Cunningham
Q: Why did you create your resource guide?
A: Learning to write legibly is a major occupation of childhood.
This complex process is one of the child's first tasks in an academic
setting. Students with learning disabilities, developmental delays,
neurological impairments, or physical disabilities often struggle
for years to write legibly when solely guided by the standard
handwriting curriculum within the classroom setting. This incapacity
along with an end-product of illegible handwriting may directly
affect the student's functional performance in academics, self-esteem,
and peer acceptance.
Our purpose in creating this resource guide, part of a Technology
Enhanced Learning Environment (TELE), was to provide therapists
and teachers facing handwriting challenges and their students
with resources to generate new ideas, strategies, and tools to
utilize alternative ways to correct or minimize the problem of
handwriting.
Instructional Materials
Books
Fun With Handwriting
Available from http://www.theraproducts.com.
Multisensory Teaching of Basic Language Skills
Edited by JR Birsh.
Brookes Publishing (1999).
Occupational Therapy:
Making a Difference in School System Practice
Edited by Jane Case-Smith. Self-paced Clinical Course. AOTA(1998).
From Scribbling to Writing
By S Naville & P Marbacher.
Available from http://www.theraproducts.com.
Special Education Technology: Classroom Applications
By RB Lewis. Focuses on practical applications of assistive technology
(AT) in the classroom, including using AT to teach writing to
students with disabilities. Brooks/Cole (1993). Available from
http://www.at-center.com.
Resources for Educating Children with Diverse
Abilities (Third Edition)
By PL Deiner. Contains activities to improve specific components
of handwriting in an inclusive setting. Harcourt Brace & Company
(1999).
Occupational Therapy for Children
Edited by J Case-Smith, A Allen, & PN Pratt. Mosby (1996).
Development of Hand Skills in the Child
Edited by J Case-Smith & C Pehoski. AOTA (1992).
Hand Function in the Child
Edited by A Henderson & C Pehoski. Mosby (1995).
ETCH Test Kit
Evaluation Tool of Children's Handwriting. Available from O.T.
KIDS, Inc. PO Box 1118. Homer, Alaska 99603.
Hands at Work and Play
By JM Knight & MJG Decker. Therapy Skill Builders (1994).
Articles
Chu, S. (1997). Occupational therapy for children with handwriting difficulties. The British Journal of Occupational Therapy, 60(12), 514-520.
Clark-Wentz, J. (1997). Improving students' handwriting. OT Practice, 2(10), 29-31, 33.
Dyer, S. K. (1991). A new dimension in handwriting. OT Week, 5(14), 8, 17.
Harris, S. & Livesey, D. (1992). Improving handwriting through kinesthetic sensitivity. Australian Occupational Therapy Journal, 39(1), 23-27.
Irelan, P. D. (1994). Seeing the handwriting on the wall. OT Week, 8(20), 19.
Jewell, K. H. (1999). Written language: Implications for occupational therapists from an occupation-centered perspective. OT Practice, 4(8), 32-36.
Naus, J. (2000). Helping hands: A world of manipulatives to boost handwriting skills. Teaching Exceptional Children, 32(4), 8-14.
Instructional Kits
Handwriting Without Tears
By Jan Z. Olsen, OTR
An inclusive, developmentally-based method for teaching children
of all ability levels. Available from
http://www.hwtears.com.
Zaner-Bloser Products
Available from http://www.zaner-bloser.com.
Draw-Write-Now
A drawing and handwriting course for K-3 that incorporates visual
motor skills and handwriting with the curriculum. Available from
http://www.theraproducts.com.
Loops and Other Groups: A Kinesthetic Writing System
From Therapy Skill Builders.
Hand Tool Kit
By Jayne Berry, OTR/L
Provides students the opportunity to try grips and pencils and
find what works for them. Available at http://www.theraproducts.com.
Stories About ME!
Available from Mayer-Johnson Co. (800)691-3476.
Getting It Write
By LouAnne Audette, OTR & Anne Karson, OTR
Six week course includes fun games and sensory-motor activities
which focus on writing practice. Available from:
http://www.theraproducts.com.
Sensible Pencil
A comprehensive handwriting program designed to teach manuscript
letters and numbers for students who are developmentally disabled.
Available from:
Ebsco Curriculum Materials
PO Box 1943
Birmingham, AL 35201
Freund Long Hand Writing Kit
A tactile script letter guide designed to teach writing to individuals
who are blind or have low vision. Available from American Printing
House for the Blind, 1-800-223-1839.
Callirobics
Handwriting exercises to music to improve small-muscle skills
and eye-hand coordination.
Available from:
http://www.callirobics.com.
Grooved Fiber Writing Cards
Available from: Howe Press of Perkins School for the Blind, 617-924-3490.
These products are available from http://www.theraproducts.com.
Writestart-large wipe-off cards with pre-writing activities
Ready to Write System-reusable pre-writing exercises
School-Rite Handwriting Guides-teaches normal stroke patterns
Do-A-Dot Rainbow Markers, Smart Start Paper, Alphabet Stencils
Isogrip-strengthens and increases agility of fingers and hands
Available from http://www.paperworkliteracy.com.
Software Products
WriteOn for Windows
Word processing for children. Available at http://www.spasoft.co.uk/writeon.html
Claude and Maude
Children draw a letter using the mouse, touch screen, or a graphics
pad. With these input devices you can trace the letter in a freehand
manner. When finished, Claude the rat will tell you how you've
done. PC format. Available from SEMERC. (800)691-3476.
KIDPAD
KIDPAD uses interactive animation, sound and touch to teach handwriting
and motor skills. When students write on the KIDPAD display attached
to their computer they see and hear real-time feedback on the
writing surface about their writing. Designed to promote correct
grip and muscle patterns, the system also measures the pressure
of writing and student posture. System includes the KIDPAD Tablet,
KIDPEN Stylus, and KIDWRITE Software. Available from http://www.penman.com.
Writing with Symbols 2000
A powerful talking picture and word processing program. PC format
CDROM. Available from Mayer-Johnson Co. (800)691-3476.
DAZZLE
The incredible computer paint and drawing package. Motivate your
students to improve handwriting skills. PC format. Available from
SEMERC. (800)691-3476.
School Fonts for Beginning Writing
Helps create educational materials providing cues for practicing
letters. Mac/PC format CDROM. Available from Mayer-Johnson Co.
(800)691-3476.
StartWrite
Create pages specific to the needs of your students. Add pictures,
arrow strokes, dotted or solid letters. Teach your students to
write a letter or journal entry. The possibilities are endless!
PC format CDROM. Available from http://www.sherston.com.
Retrain the Brain
By Jeanette Farmer. Multi-sensory handwriting activities are included
on this CD. Writing to learn through learning to write. Available
from http://www.retrainthebrain.com.
All About Handwriting
Special needs CD ROM looks at handwriting skills (how to hold
a pencil, sit, & form letter shapes) by using animations that
students will watch again and again. Available from http://www.topolgka.demon.co.uk/catlog/plan.htm.
Write: OutLoud
PC format. Available from Don Johnston. (800)999-4660.
PixWriter
Mac or PC format. Available from Don Johnston. (800)999-4660.
Five Finger Typist
Mac/PC format CDROM. Available from Mayer-Johnson Co. (800)691-3476.
Adaptive Equipment
There is a wide array of adaptive tools used to facilitate handwriting. Unless otherwise stated, the products listed on this page are available from http://www.theraproducts.com.
Squiggle Wiggle Writer
Triangular in shape and weighted, a great tool for developing
pencil grasp. The pen vibrates, enhancing kinesthetic awareness
of the hand.
Smart Start Paper
Simply Start at the sky and pull down to the ground! Color-coded
lines allow students to quickly understand the concept of lines
& spaces.
Writing Bird
An ideal writing device for students with weak grasp and limited
hand coordination. Perfect for students without tip pinch. Slides
easily along writing surface using upper arm strength. Only slight
downward pressure needed to write. May be used with either the
right or left hand.
Handi-Writer
Comfortable device promotes correct positioning and holding of
a writing tool. Designed for those with poor hand strength, inappropriate
grasp patterns and who are learning to write.
Right-Line Paper
Paper with raised lines for students who can't stay on the lines
of regular paper.
Other Products Available:
The Pencil Grip
Stetro Pen and Pencil Grip
Soft Plastic Grips
TriGo Grips
Grip Stix
Assorted Foam Grips
Bulb Shaped Grips
Grip-Tec Utensils
Try-Rex Pencils
Truly Triangular Pencils
Hand Huggers
D'Nealian Books and Utensils
Zaner-Bloser Utensils
Hand Huggers
Wipe-off Crayons and Markers
Stumpy Writers
Alphabet Magnetic Set
Chalkboard with Chalk
Stop-Go (Red-Green) Paper
Large Animal Markers
These 1 1/2î diameter creatures are washable and easy to
hold. The round bodies and tapered shapes are ideal for opening
the web space and using palmar arches.
Steady Write Pencil
Has a built-in holder base that holds the hand at a proper angle
to smooth out shaky or poor handwriting. Available from Enrichments
(800)323-5547.
Evo.Pen
Easy to use! Its wide grip fits snugly in the palm of the hand
and is contoured to the shape of the fingers.
Pencil & Grip Sampler
A great way to try out a large variety of products to determine
your needs.
Pediatric-Weighted Holder
Weighted gripper that securely holds most round or irregularly
shaped items up to 5/16î in diameter.
Internet Resources
Therapy Shoppe
http://www.therapyshoppe.com/handwriting.html
Specialty handwriting products, including the Thumb Buddy by
Jan Olsen, OTR!
Theraproducts
http://www.theraproducts.com
A variety of handwriting products serving school-based and pediatric
practices.
Access Quality Toys
http://www.accessqualitytoys.com/index.html
Top quality educational/developmental toys & games suiting
your child's unique and special needs and chosen by child development
experts. Give your child unique and creative ways to learn and
play!
Closing the Gap
http://www.closingthegap.com
An organization that focuses on computer technology for people
with special needs. Its bi-monthly newspaper highlights products
appropriate for people with special needs, and explains how this
technology is being implemented in education.
RESNA
http://www.resna.org
An interdisciplinary association of people with a common interest
in technology and disability whose purpose is to improve the potential
of people with disabilities to achieve their goals through the
use of technology.
Wisconsin Assistive Technology Initiative
http://www.wati.org
Lending Library Catalog.
A statewide project to make assistive technology devices and services
more available to children with disabilities.
Getting a Grip on Handwriting: A Self-Guided Video and Manual
Available from AOTA at http://www.aota.org
Assists in devising appropriate handwriting intervention strategies
for children with learning disabilities and mild motor impairments.
Handwriting: A Communication Tool
http://www.sasked.gov.sk.ca/docs/ela/ela_writ.html
Instruction, principles, guidelines, and evaluation suggestions
for handwriting.
Trace Center
http://www.trace.wisc.edu
Universal design and accessibility ideas.
Letterland
http://www.readenglish.com
Picture-based explanations help children easily remember how to
write alphabet letters.
To teach how to write ìhî (the Hairy Hat Man):
Start at his head.
Go down to his foot.
Next, go up and over his knee,
And down to his other foot.
Using Manual Word Prediction Technology to Cue Student's Writing:
Does It Really Help?
http://www.dinf.org/csun_99/session0067.html
Design-A-Study Teaching Help
http://www.designastudy.com/
Tips on how to teach handwriting.
Color Code Writing from ERIC
http://ericir.syr.edu/Virtual/Lessons/Lang_arts/Handwriting/index.html
Journal Writing
http://www.sasked.gov.sk.ca/docs/ela/ela_jour.html
Writing in a journal is a fun, creative way to encourage handwriting
practice.
Education World
http://www.education-world.com
Where educators go to learn.
Signature Software
http://www.signaturesoftware.com
The leading producer of personal handwriting for computers.
Zaner-Bloser
http://www.zaner-bloser.com/html/hw.html
Ask the Handwriting Expert; Activities and materials for your
class; Research on handwriting.
Highlights Teacher Net
http://www.teachernet.com
Online community for K-8 educators.
Handwriting, Theory, Physiology
http://www.birmingham.ac.uk/english/bibliography/handwriting/hwbiblio/physio.htm
List of references pertaining to handwriting.
OT Ideas
http://www.otideas.com
Unique products designed by occupational therapists to help students
develop fine motor skills.
School House Fonts
http://www.schoolhousefonts.com/
Create custom worksheets (Zaner-Bloser & D'Nealian).
