Shire, KA, Atkinson, J, Williams, EA et al. (6 more authors) (2021) Developing and implementing a school-led motor intervention for children with handwriting difficulties. Journal of Occupational Therapy, Schools and Early Intervention, 14 (3). pp. 274-290. ISSN 1941-1243
Abstract
We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4–11 years). ‘Helping Handwriting SHINE’ (HHS) is a novel, school-led, group-based handwriting intervention. Teaching staff delivered HHS and provided feedback through a questionnaire, reporting that: (i) the children found the tasks enjoyable; (ii) the background and booklet instructions were easy to understand, (iii) there was a need for more comprehensive staff training. The teaching staff made recommendations about session duration, group size, resource availability, and age differentiation of tasks. These suggestions are applicable to the development of any school-based group-led motor intervention, and we used this feedback to refine the HHS intervention. This study shows that implementing school-led motor interventions at scale is possible. Moreover, the work provides insights into the factors to consider when developing school-based motor interventions prior to conducting randomized controlled trials (RCT). The process outlined in this manuscript has led to an RCT to test the effectiveness of HHS within primary schools.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
Keywords: | Handwriting intervention, primary school, sensorimotor control, TIDieR |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Funding Information: | Funder Grant number Education Endowment Foundation Not Known |
Depositing User: | Symplectic Publications |
Date Deposited: | 15 Oct 2020 13:23 |
Last Modified: | 12 Jul 2022 12:56 |
Status: | Published |
Publisher: | Routledge |
Identification Number: | 10.1080/19411243.2020.1837047 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:166720 |