Exploring the participation of children with Down Syndrome in Handwriting Without Tears

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dc.contributor.authorPatton, Sandra
dc.contributor.authorHutton, Eve
dc.contributor.funderFroebel College of Education
dc.contributor.funderDown Syndrome Ireland
dc.date.accessioned2018-07-30T12:30:36Z
dc.date.available2018-07-30T12:30:36Z
dc.date.issued2017
dc.description.abstractChildren with Down Syndrome typically experience difficulties with attention to task and lack motivation when learning to write. This article provides an evaluation of the HWT (Handwriting Without Tears) method applied as an intervention to promote handwriting among children with Down Syndrome attending mainstream school in the Republic of Ireland. In the absence of standardized measures, a purpose-designed HWT group task participation scale and pre- and postintervention teacher/parent questionnaire were developed by the first author and used to investigate the participation of 40 children with Down Syndrome in HWT activities. Positive changes in participation in HWT activities were recorded in group data and in teacher/parent reports. Tentative findings suggest that hands-on multisensory learning approaches such as HWT may encourage children with Down Syndrome to participate in activities that promote handwriting skills. Further research and the development of robust measures to evaluate handwriting intervention for this population of children is required.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPatton, S. and Hutton, E. (2017) 'Exploring the participation of children with Down Syndrome in Handwriting Without Tears', Journal of Occupational Therapy, Schools, & Early Intervention, 10(2), pp. 171-184. doi: 10.1080/19411243.2017.1292485en
dc.identifier.doi10.1080/19411243.2017.1292485
dc.identifier.endpage184
dc.identifier.issn1941-1243
dc.identifier.issued2
dc.identifier.journaltitleJournal of Occupational Therapy, Schools and Early Interventionen
dc.identifier.startpage171
dc.identifier.urihttps://hdl.handle.net/10468/6544
dc.identifier.volume10
dc.language.isoenen
dc.publisherTaylor & Francis (Routledge)en
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/19411243.2017.1292485
dc.rights© 2017, Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Occupational Therapy, Schools and Early Intervention on 16 March, 2017, available online: https://www.tandfonline.com/10.1080/19411243.2017.1292485. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectChildrenen
dc.subjectDown Syndromeen
dc.subjectGroup interventionen
dc.subjectHandwriting Without Tearsen
dc.subjectParticipationen
dc.titleExploring the participation of children with Down Syndrome in Handwriting Without Tearsen
dc.typeArticle (peer-reviewed)en
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