Effects of a Self-Instructional Procedure on Handwriting

Abstract

A card showing seven self-instructional questions designed to prompt students to think about important aspects of handwriting was provided to two learning disabled elementary school boys according to a multiple baseline design. Assessments of the boys' handwriting performance, including letter formation, letter proximity to the line, letter height, and word spacing were made daily in their resource room. The assessment data showed that (a) the boys' handwriting improved markedly when the card was introduced, (b) the improvements persisted over time while the card was still available to them, and (c) the effects were maintained even after the card was no longer available. Data from the regular classroom for one of the boys showed that his handwriting also improved in that setting.