Exploring the participation of children with Down Syndrome in Handwriting Without Tears®
Journal article
Patton, S. and Hutton, E. 2017. Exploring the participation of children with Down Syndrome in Handwriting Without Tears®. Journal of Occupational Therapy, Schools, & Early Intervention. 10 (2), pp. 171-184. https://doi.org/10.1080/19411243.2017.1292485
| Authors | Patton, S. and Hutton, E. |
|---|---|
| Abstract | Background Children with Down Syndrome typically experience difficulties with attention to task and lack motivation when learning to write. This article provides an evaluation of the HWT® method applied as an intervention to promote handwriting amongst children with Down Syndrome attending mainstream school in The Republic of Ireland. Methods In the absence of standardised measures, a purpose-designed group task participation scale and pre- and post-intervention teacher/parent questionnaire were developed by the first author and used to investigate the participation of 40 children with Down Syndrome in HWT® activities. Results Positive changes in participation in HWT® activities were recorded in group data and in teacher/parent report. Conclusions Hands-on multisensory learning approaches such as HWT® may encourage children with Down Syndrome to participate in activities that promote handwriting skills. Further research and the development of robust measures to evaluate handwriting intervention for this population of children is required |
| Year | 2017 |
| Journal | Journal of Occupational Therapy, Schools, & Early Intervention |
| Journal citation | 10 (2), pp. 171-184 |
| Publisher | Taylor & Francis |
| ISSN | 1941-1243 |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/19411243.2017.1292485 |
| Publication dates | |
| Online | 16 Mar 2017 |
| 16 Mar 2017 | |
| Publication process dates | |
| Deposited | 08 Feb 2017 |
| Accepted | 06 Feb 2017 |
| Accepted author manuscript | |
| Accepted author manuscript | |
| Accepted author manuscript | |
| Output status | Published |
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