Current Research Trends
Evidence:
Predicting Occupational Performance: Handwriting Versus
Keyboarding (Preminger, Weiss, and Weintraub, 2004)
It appears that handwriting and keyboarding accuracy may entail different skills,
suggesting that keyboarding may be a potential alternative writing tool for
students with handwriting difficulties. It also appears that when students write
slowly, handwriting speed should be considered prior to recommending keyboarding
for these students. Additional research is required to further support these
findings.
Relationships between Handwriting and Keyboarding Performance
of Sixth-Grade Students (Rogers and Case-Smith, 2002)
Keyboarding performance demonstrated low to moderate correlation
with handwriting performance, suggesting that these forms of written expression
require distinctly different skills. Most students who were slow at handwriting
or had poor legibility increased the quantity and overall legibility of text
they produced with a keyboard. These results suggest that keyboarding has the
potential to increase and improve a student's written output.
Facilitating Written Work Using Computer Word Processing and
Word Prediction (Handley-More, Deitz, Billingsley, and Coggins,
2003)
Occupational therapy intervention involving word processing with
word prediction improves the legibility and spelling of written assignments
completed by some children with learning disabilities and handwriting
difficulties. It is important to evaluate each child individually and provide
training and ongoing support for technology use.
The Effects of Sensorimotor-Based Intervention Versus Therapeutic Practice on
Improving Handwriting Performance in 6- to 11-Year-Old Children (Denton, Cope,
and Moser, 2006)
Therapeutic practice was more effective than sensorimotor-based
intervention at improving handwriting performance. Children who received
sensorimotor intervention improved in some sensorimotor components but also
experienced a clinically meaningful decline in handwriting
performance.
Classroom Seating for Children with Attention Deficit
Hyperactivity Disorder: Therapy Balls versus Chairs (Schilling, Washington,
Billingsley, and Deitz, 2003)
This study provides evidence that use of therapy balls for students with ADHD may
facilitate in-seat behavior and legible word productivity.
Stability Balls and Students with Attention and Hyperactivity
Concerns: Implications for On-Task and In-Seat Behavior (Fedewa and Erwin,
2011)
Results of the stability ball intervention revealed increased levels of attention,
decreased levels of hyperactivity, and increased time on task and in seat or on
ball. Findings from the social validity questionnaire demonstrated that teachers
preferred the stability balls over chairs. This study provides additional
evidence for the effectiveness of stability balls in the general education
classroom for children who exhibit difficulties with attention and
hyperactivity.
Effectiveness of Disc ‘O' Sit Cushions on Attention to Task in
Second-Grade Students with Attention Difficulties (Pfeiffer, Henry, Miller, and
Witherell, 2008)
The results of the study provide preliminary evidence for the use of the Disc ‘O'
Sit cushion as an occupational therapy intervention to improve attention in the
school setting.
Sensory Processing Disorders and Social Participation (Cosbey, Johnston, and Dunn,
2010)
Children with sensory processing disorder may benefit from explicit social skills
instruction and interventions to develop positive social
behaviors. Helping children with sensory processing disorders identify
their areas of strength and planning activities around those strengths can be
beneficial.
References:
American Occupational Therapy Association. (2008). Occupational therapy practice
framework:Domain and process (2nd ed.).
American Journal of Occupational Therapy, 62 (6).625-683.
Cosbey, J., Johnston, S. S., & Dunn, M. L. (2010). Sensory processing disorders and
social participation.
American Journal of Occupational Therapy, 64,
462-473. doi: 10.5014/ajot.2010.09076
Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensorimotor-based
intervention versus therapeutic practice on improving handwriting performance in 6-
to 11-year-old children. American Journal of Occupational Therapy,
60, 16-27.
Fedewa, A. L., & Erwin, H. (2011). Stability balls and students with attention
and hyperactivity concerns: Implications for on-task and in-seat
behavior. American Journal of Occupational Therapy, 65,
393-399.
Handley-More, D., Dietz, J., Billingsley, F. F., & Coggins, T. E.
(2003). Facilitating written work using computer word processing and word prediction. American
Journal of Occupational Therapy, 57, 139-151.
Preminger, F., Weiss, P. L, & Weintraub, N. (2004). Predicting occupational
performance: Handwriting versus keyboarding. American Journal of Occupational Therapy, 58,
193-201.
Rogers, J., & Case-Smith, J. (2002). Relationships between handwriting and
keyboarding performance of sixth-grade students. American Journal of Occupational Therapy,
56, 34-39.
Schilling, D. L, Washington, K., Billingsley, F. F. & Deitz,
J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus
chairs. American Journal of Occupational Therapy, 57, 534-541.
Predicting Occupational Performance: Handwriting Versus
Keyboarding (Preminger, Weiss, and Weintraub, 2004)
It appears that handwriting and keyboarding accuracy may entail different skills,
suggesting that keyboarding may be a potential alternative writing tool for
students with handwriting difficulties. It also appears that when students write
slowly, handwriting speed should be considered prior to recommending keyboarding
for these students. Additional research is required to further support these
findings.
Relationships between Handwriting and Keyboarding Performance
of Sixth-Grade Students (Rogers and Case-Smith, 2002)
Keyboarding performance demonstrated low to moderate correlation
with handwriting performance, suggesting that these forms of written expression
require distinctly different skills. Most students who were slow at handwriting
or had poor legibility increased the quantity and overall legibility of text
they produced with a keyboard. These results suggest that keyboarding has the
potential to increase and improve a student's written output.
Facilitating Written Work Using Computer Word Processing and
Word Prediction (Handley-More, Deitz, Billingsley, and Coggins,
2003)
Occupational therapy intervention involving word processing with
word prediction improves the legibility and spelling of written assignments
completed by some children with learning disabilities and handwriting
difficulties. It is important to evaluate each child individually and provide
training and ongoing support for technology use.
The Effects of Sensorimotor-Based Intervention Versus Therapeutic Practice on
Improving Handwriting Performance in 6- to 11-Year-Old Children (Denton, Cope,
and Moser, 2006)
Therapeutic practice was more effective than sensorimotor-based
intervention at improving handwriting performance. Children who received
sensorimotor intervention improved in some sensorimotor components but also
experienced a clinically meaningful decline in handwriting
performance.
Classroom Seating for Children with Attention Deficit
Hyperactivity Disorder: Therapy Balls versus Chairs (Schilling, Washington,
Billingsley, and Deitz, 2003)
This study provides evidence that use of therapy balls for students with ADHD may
facilitate in-seat behavior and legible word productivity.
Stability Balls and Students with Attention and Hyperactivity
Concerns: Implications for On-Task and In-Seat Behavior (Fedewa and Erwin,
2011)
Results of the stability ball intervention revealed increased levels of attention,
decreased levels of hyperactivity, and increased time on task and in seat or on
ball. Findings from the social validity questionnaire demonstrated that teachers
preferred the stability balls over chairs. This study provides additional
evidence for the effectiveness of stability balls in the general education
classroom for children who exhibit difficulties with attention and
hyperactivity.
Effectiveness of Disc ‘O' Sit Cushions on Attention to Task in
Second-Grade Students with Attention Difficulties (Pfeiffer, Henry, Miller, and
Witherell, 2008)
The results of the study provide preliminary evidence for the use of the Disc ‘O'
Sit cushion as an occupational therapy intervention to improve attention in the
school setting.
Sensory Processing Disorders and Social Participation (Cosbey, Johnston, and Dunn,
2010)
Children with sensory processing disorder may benefit from explicit social skills
instruction and interventions to develop positive social
behaviors. Helping children with sensory processing disorders identify
their areas of strength and planning activities around those strengths can be
beneficial.
References:
American Occupational Therapy Association. (2008). Occupational therapy practice
framework:Domain and process (2nd ed.).
American Journal of Occupational Therapy, 62 (6).625-683.
Cosbey, J., Johnston, S. S., & Dunn, M. L. (2010). Sensory processing disorders and
social participation.
American Journal of Occupational Therapy, 64,
462-473. doi: 10.5014/ajot.2010.09076
Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensorimotor-based
intervention versus therapeutic practice on improving handwriting performance in 6-
to 11-year-old children. American Journal of Occupational Therapy,
60, 16-27.
Fedewa, A. L., & Erwin, H. (2011). Stability balls and students with attention
and hyperactivity concerns: Implications for on-task and in-seat
behavior. American Journal of Occupational Therapy, 65,
393-399.
Handley-More, D., Dietz, J., Billingsley, F. F., & Coggins, T. E.
(2003). Facilitating written work using computer word processing and word prediction. American
Journal of Occupational Therapy, 57, 139-151.
Preminger, F., Weiss, P. L, & Weintraub, N. (2004). Predicting occupational
performance: Handwriting versus keyboarding. American Journal of Occupational Therapy, 58,
193-201.
Rogers, J., & Case-Smith, J. (2002). Relationships between handwriting and
keyboarding performance of sixth-grade students. American Journal of Occupational Therapy,
56, 34-39.
Schilling, D. L, Washington, K., Billingsley, F. F. & Deitz,
J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus
chairs. American Journal of Occupational Therapy, 57, 534-541.