School Based Occupational Therapy Case Study

According to Denton, Cope, & Moser (2006), children who are typically developing with handwriting difficulties, therapeutic practice has had a positive effect on their handwriting performance after a short period of intervention. Practice involves various forms, such as work sheets with therapist feed or sheets as part of handwriting instruction. Since the intervention with Jason was with three other children with handwriting difficulties and direct therapist involvement, the therapist was providing appropriate feedback to provide the child with their performance on the worksheets. The therapeutic practice of handwriting is based of the motor learning theory and has shown improvements overall. This treatment was push-in to another first grade, however, Jason had to
However, treatment sessions were delivered throughout a longer period of time throughout the school year. The cognitive approach for treatment does not provide the therapist to give children explicit feedback. Time and classroom instruction were just as effective as one to one intervention. However, second graders who were receiving this cognitive approach responded differently to children in first grade. The multisensory approach had little effect on the handwriting legibility of second graders. When they received the cognitive intervention, all the students in the second grade improve. Developmental and higher executive function skill differences can be taken into consideration to why second graders responded. (Zwicker, Hardwin, 2009). Jason will be moving on to second grade in the fall, and since consultation services are being recommended in the spring. It would be beneficial to follow up in second grade to see if strategies are being implemented and legibility has