Handwriting… it’s a tricky business! - The Potential Ability Group (TPAG)

September 11th, 2017Jemma LooyestynEarly Development, Motor Skills

Handwriting is second nature to some of us, but for others is can be challenging. Have you ever sat down and thought about why that it is? How can handwriting be challenging? What factors contribute to the challenge? How can Occupational Therapy help my child with handwriting? Or what can I do to help my child develop their handwriting?

Well, if you’ve ever wondered about any of these things; then this blog post might be your cup of tea!

Firstly, handwriting is a lot more complex than it seems. It consists of many elements such as:

Fine motor skills: including the development of a good pencil grasp, hand and finger strength and dexterity, muscle tone and coordination.
Gross motor skills: particularly posture, core and upper body strength.
Visual motor integration: which is when the nervous system translates what is seen into motor movements. E.g. seeing a ball coming towards you and then putting your hands up to catch it.
Visual perception: in handwriting this may look like the ability to discriminate between similar looking letters, putting appropriate spacing between letters and words, and writing along a line.
Cognitive factors: including attention, language, memory and comprehension.

Difficulties in any of these areas can make handwriting challenging for any child. Sensory processing factors may also play a role in handwriting. The visual, sound, touch and proprioceptive (sensory) needs of a child may impact their ability to engage effectively in handwriting. For example, a child that is sensitive to noise may withdraw from handwriting tasks in a noisy classroom.

What does handwriting difficulties look like?

Difficulties with handwriting may look like; poor legibility, low writing speed, withdrawing from/avoiding handwriting tasks, “I can’t do it” or “I don’t know” statements when presented with handwriting tasks, difficulty keeping up with written work and complaints related to pain or discomfort (Overvelde et al. 2011).

What can OTs do to help with handwriting?

OT’s can assess your child’s handwriting skills and assist in figuring out the underlying factors that affect your child’s engagement in handwriting. This can be done mostly through observation, discussions with your child and the key people in their life and through standardised assessments. OT’s will then work with you, your child, your child’s teachers and other supports to address these underlying factors (like the ones listed above) that were identified through assessments. The strategies implemented are dependent on your child’s skills and preferences, but may include the following:

Adapting how the child currently completes handwriting e.g. through using pencil grips to promote a more effective pencil grip.
Adapting the environment in which handwriting occurs e.g. creating a quiet space in the classroom or changing the height of the child’s desk and/or chair to promote better ergonomics and posture.
Developing your child’s performance skills related to handwriting (those underlying factors) through play activities e.g. developing strength through playdough manipulation or threading beads to develop dexterity.
Providing opportunities to practise handwriting through fun activities that are motivating for the child.

What can caregivers do at home to promote handwriting development?

Encourage participation in activities where visual, motor and coordination skills are needed, for example, playing with a frisbee, marbles or ball games.
Practise handwriting skills - lined paper may assist initially.
Encourage using cutlery at meal time to promote grip.
Encourage participation in fine motor activities such as playing with playdough, making jewellery with beads, puzzles, making paper planes or birthday cards or playing games like pick up sticks or Connect Four.
Most importantly, keep activities fun for your child, incorporate things your child is interested in so he/she is more motivated to engage.

(AOTA 2017)

In summary, hand writing can be tricky! There are a number of factors involved that can impact a child’s participation in handwriting. An OT can assist in determining what these underlying factors are and provide strategies to work on the factors identified. In conjunction with you, your child, the OT and your child’s teacher an individualised program can be made and implemented addressing your child’s handwriting needs. At home there are a number of activities you can do with your child to promote their handwriting development - my top tip for this is to keep the activities fun and interesting for your child - it will make the process easier for the both of you.

References

Case-Smith, J., Weaver, L. and Holland, T., 2014. Effects of a classroom-embedded occupational therapist–teacher handwriting program for first-grade students. American Journal of Occupational Therapy, 68(6), pp.690-698.

van Hartingsveldt-Bakker, M.J., 2014. Ready for handwriting? Development of the Writing Readiness Inventory Tool In Context (WRITIC) for kindergarten children in the prewriting phase.

Overvelde, A., Bommel-Rutgers, I., Bosgra-Stork, I., Cauteren, M. v., Halfwerk, B., & Smits-Engels man, B. C 2011. Evidence Statement Motor handwriting problems in children Retrieved 23.06.17 <http://www.fysionet-evidencebased.nl/images/pdfs/guidelines_in_ english/¬es_motor_handwriting_problems_in_children_flowchart_2010.pdf>.

The American Occupational Therapy Association (AOTA) 2017, Hand writting, retrieved 23.06.17 <https://www.aota.org/about-occupational-therapy/patients-clients/childrenandyouth/schools/handwriting.aspx>.