Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children

Josie Wilson*, T. F. McLaughlin**, K. Mark Derby***, Diane Conley****
* M. Ed, Department of Special Education, Gonzaga University, Washington.
**-*** Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.
**** Retired Early Childhood Special Education Teacher, Gonzaga University.
Periodicity:August - October'2012
DOI : https://doi.org/10.26634/jpsy.6.2.2000

Abstract

The purpose of this study was to increase the formation of the pre-handwriting skill of imitating lines and circles with two 2-year-old preschool students using a hand- over-hand prompting procedure. Both students attended a preschool special education classroom in a rural school district. During baseline, line and circle imitation for both students were scribbles on the page within no specific symbols or letters. When hand-over-hand and tracing prompts were implemented, an increase circles and lines was found. For a second intervention, participant 1 was provided with a thick pencil for an additional intervention while participant 2 was given a specific drawing space. After these interventions, pre-handwriting skills further improved for both participants. The benefits of employing these interventions, within a single subject research design, are discussed.

Keywords

Single Case Designs, Preschool Students With Disabilities, Pre-Handwriting Skills, Tracing, Hand Over Hand Physical Prompts, Using an Oversized Pencil, Specific Drawing Space.

How to Cite this Article?

Josie Wilson, T. F. McLaughlin, K. Mark Derby and Diane Conley (2012). Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children. i-manager’s Journal on Educational Psychology, 6(2), 1-7. https://doi.org/10.26634/jpsy.6.2.2000

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