The Differential Effects of the Use of Handwriting Without Tears ® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

Jessica Griffith*, Denise K Donica**, Jennifer Neyman***, Robinson****
*-**-*** Department of Special Education at Gonzaga University in Spokane, Washington.
**** East Carolina University, North Carolina, United States.
***** Spokane Public Schools, Spokane..
Periodicity:May - July'2013
DOI : https://doi.org/10.26634/jpsy.7.1.2346

Abstract

The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, “Write the letters of your name.” During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.

Keywords

Handwriting Without Tears, Preschool, Gray block paper, Single case research, Developmental delay, Handwriting, and Letter formation

How to Cite this Article?

Jessica Griffith, T.F. McLaughlin, Jen Neyman, Denise K Donica and Milena Robison (2013). i-manager’s Journal on Educational Psychology, 7(1), 13-22. https://doi.org/10.26634/jpsy.7.1.2346

References

[1]. Armstrong, B., McLaughlin, T. F., Clark, A., & Neyman, J. (2012). A case report: using augmentative and alternative communication to teach a preschool student with autism to respond and request appropriately. International Journal of Brain and Cognitive Sciences, 1(4), 26-29. Retrieved from: http://www.sapub.org/journal/ aimsandscope. aspx?journalid=1025.
[2]. Asher, A. V. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60, 461–471. doi: 10.5014/ajot.60.4.461
[3]. Boreaal (2012). Letter School (Version 1.0.1). [Mobile application sotware ] . Retrieved from http://itunes.apple.con/Caletti,
[4]. Caletti E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The effects of using visual prompts, tracing, and consequences to teach two preschool students with disabilities to write their names. Academic Research International,2(3).Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html
[5]. Carlson, B., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2009). Teaching children with autism and developmental delays to write. Electronic Journal of Research in Educational Psychology, 17, 225-238. Retrieved from
[6]. Cosby, E., McLaughlin, T. F., & Derby, K. M., & Huewe, P. (2009). Using tracing and modeling with a handwriting without tears® worksheet to increase handwriting legibility for a preschool student with autism. Open Social Science Journal,2,67-69. Retrieved from : http://www.benthamscience.com/open/tosscij/
[7]. Chung, P., McLaughlin, T. F., Neyman, J., & Robison, M. (2013). The non effects of using muscle memory activities and fading worksheets to teach two preschool students diagnosed with developmental delays handwriting. International Journal of English and Education, 2(2). 547- 560. Retrieved from: Retrieved from: http://www.ijee.org/.
[8]. Coussens, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The differential effects of Handwriting Without Tears® chalkboard, wooden letters, and worksheet using highlight, model and start point on legibility for two preschool students with disabilities. International Journal of English and Education, 1, 302-310. Retrieved from: http://www.ijee.org/current_issue
[9]. Donica, D. K., Larson, M. H., & Zinn, A. A. (2012). Survey of handwriting instruction practices of elementary teachers and educational programs: Implications for occupational therapy. Occupational Therapy in Health Care, 26, 120-137.
[10]. Donica, D. (2010a). A historical journey through the development of handwriting instruction (part 1): The historical foundation. Journal of Occupational Therapy, Schools, and Early Intervention, 3(1), 11-31.
[11]. Donica, D. (2010b). A historical journey through the development of handwriting instruction (part 2): The occupational therapists' role. Journal of Occupational Therapy, Schools, and Early Intervention, 3(1), 32-53.
[12]. Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 78-98.
[13]. Graham, S., Harris, K. R., Mason, L., Fink- Chorzempa, B., Moran, S., & Saddler, B. (2007). How do primary grade teachers teach handwriting? A national survey. Reading and Writing, 21(1/2), 49-69
[14]. Kazdin, A. E. (2011). Single case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University press.
[15]. Handwriting Without Tears & Get Set for School (2012). Handwriting Without Tears: Wet-Dry-Try Capital Letters & Numbers. (Version 1.0.3).[Mobile application software]. Retrieved from http://itunes.apple.con/
[16]. Hopkins, B. L., & Schutte, R. C., & Garton, K. L. (1971). The effects of access to a playroom on the rate and quality of printing and writing of first and second-grade students. Journal of Applied Behavior Analysis, 4, 77-88.
[17]. LeBrun, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The effects of using Handwriting Without Tears® to teach thirty-one integrated preschoolers of varying academic ability to write their names. Academic Research International, 2(2), 373-- 378. Retrieved from http://174.36.46.112/~savaporg/ journals/issue.html
[18]. Lust, C., & Donica, D. K. (2011). Research Scholars Initiative - Effectiveness of a handwriting readiness program in head start: A two group control trial. American Journal of Occupational Therapy, 65, 560-568.
[19]. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. (2004). (Eds.). Introduction to direct instruction. Boston, MA: Pearson Education, Inc.
[20]. McBride, M., Pelto, M., McLaughlin, T. F., Barretto, A., Robison, M., & Mortenson, S. (2009). The effects of using Handwriting Without Tears® procedures and worksheets to teach two preschool students with severe disabilities to write their first names. The Open Education Journal, 2, 21- 24. Retrieved from: http://www.benthamscience.com /open/toeduj/index.html
[21]. McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898–903.
[22]. McLaughlin, T. F. (1981). An analysis of token reinforcement: A control group comparison with special education youth employing measures of clinical significance. Child Behavior Therapy, 3, 43-51.
[23]. McLaughlin, T. F., Mabee, S. W., Byram, B., & Reiter, S. (1987). Effects of academic positive practice and response cost on writing legibility of behaviorally disordered and learning disabled junior high school students. Journal of Child and Adolescent Psychotherapy, 4, 216-272.
[24]. McLaughlin, T. F., & Walsh, A. L. (1996). Training preadolescent and adolescent students with moderate mental retardation name writing skills. Journal of Developmental and Physical Disabilities, 8, 105-115.
[25]. Murray, M. T., & Olcese, M. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6), 42-48.
[26]. Olsen, J. Z. (2013). Letters and numbers for me (6th. ed.). Cabin John, MD: Handwriting Without Tears.
[27]. Olsen, J. Z., & Knapton, E. F. (2006). The print tool: The tool to evaluate and remediate. John Cabin, MD: John, MD: Handwriting Without Tears.
[28]. Olsen J. Z. & Knapton, E. F. (2013). Handwriting Without Tears ® kindergarten teacher's guide (11th. ed.). Cabin John, MD: Handwriting Without Tears.
[29]. Park, C., Weber, K. P., & McLaughlin, T. F. (2007). Effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical disabilities. Child & Family Behavior Therapy, 29(3), 13-21.
[30]. Thompson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Using tracing and modeling with a Handwriting Without Tears® worksheet to increase handwriting legibility for two preschool students with developmental delay s. Academic Research Internat ional , 2(2) , 309-314. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html
[31]. Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.