Occupational Therapy for Children with Handwriting Difficulties: A Framework for Evaluation and Treatment

Abstract

Handwriting is one of the most complex skills that is learnt and taught. It requires motor, sensory, perceptual, praxis and cognitive functions, and the integration of these functions. When the complex nature of this skill is considered, it comes as little surprise that many children experience difficulty in mastering this area. When an occupational therapist observes that a child referred to the service is having difficulty with handwriting, it becomes necessary for the therapist to administer procedures to identify the strengths and weaknesses that will then become the basis for a remedial programme. This article presents a conceptual framework for evaluating and treating handwriting difficulties presented by children in mainstream education with specific developmental disorder, such as dyspraxia or dyslexia. The performance components and functional performance of handwriting are briefly reviewed. Both evaluation and intervention procedures are discussed in order to guide the therapist in developing remedial and instructional programmes. The article highlights the unique role of the occupational therapist in evaluating and treating a child's functional performance of handwriting skills.