Emily Goyen, Corinna Grindle, Vaso Totsika, Suzi J. Sapiets
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引用次数: 1
摘要
目的有发育障碍(如学习障碍和自闭症)的儿童通常在手写技能方面有困难。本研究旨在为发育障碍儿童实施一项经过调整的手写计划,以提高他们的手写技能。设计/方法/途径六名 9-15 岁的发育障碍儿童以小组形式接受了经过调整的 "无泪手写®"(Handwriting Without Tears®,HWT)计划,为期八周。该计划由特殊教育学校的典型教学人员(即辅助专业人员)在经过简短培训和持续监督后实施。对儿童的书写和相关技能进行了一系列评估。干预结束后,对学校教职员工进行了社会有效性访谈,以评估该计划的可接受性。研究结果典型教职员工实施手写计划的平均忠实度为 92.3%,每周至少进行三次课程。社会效度访谈证明了学校教职员工对干预的接受程度。经过八周的干预后,所有儿童在各种评估中的笔迹都有所改善。原创性/价值这项研究证明了在特殊教育环境中使用经过调整的 HWT 计划来教发育障碍儿童书写的可行性。可以对典型的教学人员进行培训,以支持以小组形式向儿童实施该计划。
Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting
Purpose
Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.
Design/methodology/approach
Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.
Findings
Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.
Originality/value
This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.