Journal•ISSN: 1941-1243
Journal of Occupational Therapy, Schools, & Early Intervention
Taylor & Francis
About: Journal of Occupational Therapy, Schools, & Early Intervention is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Occupational therapy & Handwriting. It has an ISSN identifier of 1941-1243. Over the lifetime, 469 publications have been published receiving 2489 citations. The journal is also known as: Journal of occupational therapy, schools and early intervention.
Topics: Occupational therapy, Handwriting, Autism, Intervention (counseling), Psychological intervention
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TL;DR: The association of visual-motor integration and eye-hand coordination are predictive of the quality of handwriting and should be taken into consideration when children are referred to occupational therapy for difficulties in handwriting.
Abstract: If the influence of visual-motor integration (copying forms) on the quality of handwriting has been widely investigated, the influence of eye-hand coordination (tracing item) has been less well analyzed. The Concise Assessment Scale for Children's Handwriting (BHK), the Developmental Test of Visual Perception (DTVP-2), and the section “Manual Dexterity” of the Movement Assessment Battery for Children (M-ABC) were administered to a group of second grade children (N = 75; 8.1-year-olds). The association of visual-motor integration and eye-hand coordination are predictive of the quality of handwriting (p < . 001). These two skills should be taken into consideration when children are referred to occupational therapy for difficulties in handwriting.
98 citations
TL;DR: In this article, a nonexperimental time-series design investigated how much time Australian primary school children spend on handwriting in the classroom and found that although the use of technology is still emerging in a primary school classroom, although time spent on fine motor activities has reduced, handwriting remains a main occupation for children in the early 21st century.
Abstract: Historically, handwriting is a skill acquired by children in the classroom. The relevance of this skill today is currently debated due to advances in technology. A nonexperimental time-series design investigated how much time Australian primary school children spend on handwriting in the classroom. A second aim investigated how much time was spent on technology activities in the classroom. Three schools participated and nine classrooms were observed. Findings indicated that the use of technology is still emerging in a primary school classroom and, although time spent on fine motor activities has reduced, handwriting remains a main occupation for children in the classroom in the early 21st century.
45 citations
TL;DR: The handwriting of children with ASD was slower and less legible than that of the comparison children, but the differences were not significant, and none of the handwriting process variables showed significant correlations with speed for either group.
Abstract: Informal reports suggest a high level of handwriting impairment among children with autistic spectrum disorder (ASD). The literature on handwriting in ASD and impairments associated with ASD are briefly reviewed. The Sequential Handwriting Process is then proposed as a suitable vehicle to study handwriting in ASD. Three research questions are examined: Is the handwriting speed of children with ASD significantly different from that of children without ASD? Is the handwriting legibility of children with ASD significantly different from that of children without ASD? With respect to the proposed Sequential Handwriting Process, are there any significant differences between the handwriting of children with ASD and that of comparison children in the strength of correlations between each of 13 handwriting process variables and speed and legibility? Fifty-six 8-year old Australian children (28 with ASD and a matched group of 28 comparison children) were assessed on 13 handwriting process variables and two handwrit...
41 citations
TL;DR: In this article, the authors investigated students' perceptions of an 8-week school-based yoga program designed as a preventive intervention to reduce stress and improve behavior in students at risk for learning problems.
Abstract: This study investigated students' perceptions of an 8-week school-based yoga program designed as a preventive intervention to reduce stress and improve behavior in students at risk for learning problems. The program was implemented in a low-income, urban neighborhood with 24 third grade students. The program included yoga poses and exercises, meditation, and slow breathing. After the 8 weeks, 21 students were interviewed in small focus groups (n = 4–5) regarding their perceptions of the program. Three themes emerged from the focus groups: The yoga program helped students (a) feel calm and focused, (b) gave them strategies to control their behavior in stressful situations, and (c) supported a positive self-esteem. School-based interventions such as yoga programs may help to prevent behavioral problems, improve social participation, and help students to engage in classroom learning.
39 citations
TL;DR: A review on the importance of play and its impact on the health and well-being of children of all ages is presented in this article, where evidence that supports the importance and benefits of play is highlighted.
Abstract: This review will explore the importance of play and its impact on the health and well-being of children of all ages. Evidence that supports the importance of play will be highlighted. Additional re...
34 citations