Transcript Presentation

February 7, 2009
By Susan Skees Hermes MS, OTR/L
Objectives
1. Participants will review foundation principles of
Handwriting Without Tears handwriting readiness
program and handwriting curriculum.
2. Participants will compare and contrast 2008 revisions in
teacher’s guide and student manuals for handwriting
curriculum
3. Participants will identify advocacy strategies and
resources for inclusionary use of handwriting without
tears curriculum in Florida public school systems.
4. Participants will identify core elements analyzed
with the Print Tool Evaluation and review current EBP
projects.
Agenda
8:30 – 9:30
9:30 – 11:45
11:45 – 12:00
12:05 – 1:00
1:00 – 3:15
3:15 - 3:45
3:45 – 4:00
Introduction, Review of Foundations in Schoolbased OT, handwriting, & Timelines
Readiness components, HWT supportive materials,
Kindergarten-5th overview, & transitioning
Morning summary & question garage
Lunch
Print Tool, HWT 2008 edition changes, & research
Advocacy & inclusion (Small group activity)
(advocacy & inclusion)
Questions/Answers and Course Evaluation &
Certificates
Timeline
1935 – Crippled Children’s Services under Maternal and Child Health
Programs of Social Security Act
1965 – Elementary and Secondary Education Act (ESEA)
1968 – D’Nealian introduced & Jean Ayers had begun SI work
1973 – Jean Ayers’ Sensory Integration and Learning Disabilities
1975 – Public Law 94-142 (Education of the Handicapped Act)
& Jan Olsen designs handwriting program to help her son
1983 – Howard Gardner’s Frames of Mind. The theory of multiple
intelligences published
1986 – EHA amended to add early childhood component
1990 – EHA changed to IDEA & HWT publishes first books
1991 – IDEA amended to add AT & requirements for DOE for
transition from Part C to Part B
1994 – ESEA reauthorized aimed at disadvantaged students
(Improving America’s School Act)
1997 – IDEA amended to add related services, IEP invitations,
inclusion into general education focus & accountability
2001 – NCLB law passed
2004 – IDEA 2004 reauthorization & HWT Readiness materials
launched
2005 – the Print Tool published
2008 – NCLB being reviewed & HWT revisions to support state
adoption & improve inclusion
OT issues
• Service Delivery Models
– Direct pull out vs. group collaboration
– Client specific vs. program consultation
– Educational vs. medical
• Clinical Approach
– Top down vs. bottom up
– Readiness vs. handwriting training
• Marr, Cermack, Cohn, Henderson (2003)
OT issues
• Evidence Based Practice
– Review & evaluate current literature
– Consider client centered approach
– Assess therapist skill mix
• Frame of Reference
– Sensory motor vs. guided therapeutic practice
• Denton, Cope, Moser (2006)
• Rosenblum, Goldstand & Parush (2006)
Informal vs. Formal
– Time of day flexible
– Begins in PreK & carries over
to Kindergarten
– Crayons used
– Develops underlying skills
– Limited visual memory of
letters/numbers
– Hands-on manipulatives used
as instruction
– No lines
– Focus on preparation rather
than production
– Usually scheduled
– Begins in Kindergarten,
may be intro to few PreK
– Pencil used
– Uses underlying skills to
complete printing
– Visual memory begins
to emerge & practiced
daily
– Hands on manipulatives
used prior to writing task
– Lines Used
– Use preparation
activities in a functional
manner to write
Readiness Components
• “The Pre-K program introduces
Pre-K program materials
school readiness activities for
children of all ability levels.
Body awareness, good habits,
grip, coloring, drawing, and
beginning handwriting skills are
all taught using music,
movement, and multi-sensory
manipulative.”- HWT
Mat Man
•Teaches body awareness
•Develops counting skills
•Develops drawing skills
•Promotes social skills
Mat Man’s Series
• Mat Man Shapes
• Mat Man Hats
Handwriting Readiness
•
Level 1
•
Level 2
•
Level 3
PreK Developmental
Teaching Order
1. Aim & Scribble
2. Pre-strokes
–
–
–
Vertical
Horizontal
Curves
–
Diagonals
PreK Developmental
Teaching Order
3. Shapes
4. Letters
5. Numbers
There’s A Dog in the
School
ABCDEFGHIJ
KLMNOPQRS
TUVWXYZ
Teaching with
the Sing Along CD
• Alphabet-Writing skills
– Where do you start your letters
Teaching with
the Sing Along CD
• Body Awareness
& Numbers
– Hello song
– Five finger play
– Toe song
Teaching with
the Sing Along CD
• Listen, Move & Imitate
– Tap, tap, tap
– Golden slippers
– Skip to my Lou
Quick Break 
Return in 15 minutes
HWT Supportive
Materials
– Kindergarten
overview handout &
printing basics
– Kindergarten
Teachers Guide
highlights activity
– Rock, Rap, Tap &
Learn CD
HWT Order of
Instruction
– Pre-Strokes
– PRINTING (CAPITALS)
– PRINTING (lowercase)
– Cursive (lowercase)
– Cursive (Uppercase)
HWT Printing Materials
– Kindergarten to 3rd
Grade Overview
– Capital letters
– Lower case
partners
– Majic C
– Check yourself
Rock, Rap,Tap,& Learn
– Alphabet Boogie
– Where Do You Start Your
Letters
– Big Line MarchMagic C
Rap
– Sliding Down the
Alphabet
HWT Cursive Materials
– Kindergarten to
Cursive Overview
– Double lines
– Transitioning to
cursive
– Tow Truck letters
Lunch 
HWT Can-Do Materials
– Can-do-set
The Print Tool
• Curriculum Analysis
• Student work
samples
• Evaluate
• Remediate
Remediation Activities
• Memory
• Start
• Orientation
• Sequence
• Placement
• Control
• Size
• Spacing
Quick Break 
Return in 15 minutes
Research Projects
•
•
•
•
•
The Print Tool normative sampling
Huntsville School District 2006
The Print Tool Research 2008
University of Colorado Preschool 2008
University of St. Augustine
– (2006-ongoing)
HWT 2008 Editions*
– Corresponding Teachers Guide to grade level
– Matching color per grade
(student workbook still non-descript for grade)
– New tips on transitioning to other styles of
lines & integration with reading/ language arts
– Check box on work-pages & Quick Review pages
– Bound, not stapled
SUSIE’s Q’s
–
–
–
–
Purple collection
Guide markers
HWT stack station
Consulting projects
•
•
•
•
RLE
UPreK
Lake ELC
Local Parenting Magazines
HWT Web Resources
– Webinars
– Frog Jump Gazette
http://www.hwtears.com/newsletter/january2
009
– Capital start e-newsletters
http://www.hwtears.com/capitalstart/vol1?con
firm
– How to videos/ U tube videos
http://www.hwtears.com/videos
– A Click Away
http://www.hwtears.com/click/resources
Advocacy & Inclusion
–
–
Current inclusionary strategies
What is needed to help with advocacy?
•
•
•
National Resources
» www.idea.ed.gov
» www.inclusiveschools.org
» www.naeyc.org
State Resources (www.flota.org )
Corporate (www.hwtears.com )
Resources
• Supporting Performance Skills in School
• http://occupationaltherapy.advanceweb.com/Editorial/Search/AViewer.aspx?A
N=OT_08mar17_otp16.html&AD=03-17-2008
• Motor Development Courses for Parent and Child
• http://occupationaltherapy.advanceweb.com/Editorial/Search/AViewer.aspx?A
N=OT_05oct17_otp18.html&AD=10-17-2005
• Handwriting Consultation in Elementary Schools
• http://www.aota.org/Pubs/OTP/19972007/Features/2007/f081307.aspx
References
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.
Marr, D., Cermak, A., Cohn, E.S., & Henderson, A. (2003). Fine motor activities in head start
and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550-557.
Olsen, J. Z. (2003). Pre-K Teacher’s Guide. Handwriting Without Tears: Cabin John, MD.
Pape, L., & Ryba, K. (2004). Practical considerations for School-Based Occupational Therapist. AOTA Press:
Bethesda, MD.
Romano, B. (2006). Handwriting: Sensory motor vs. motor learning intervention strategies.
Boston University Occupational Therapy Lead the Way Symposium, May 15, 2006:
Boston, MA.
Rosenblum, S., Goldstand, S., & Parush, S. (2006). Relationships among biomechanical
ergonomic factors, handwriting product quality, handwriting efficiency, and
computerized handwriting process measures in children with and without handwriting
difficulties. American Journal of Occupational Therapy, 60, 28-38.
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