The Effects of, Lined Paper, Prompting, Tracing, Rewards, and Fading to Increase Handwriting Performance and Legibility with Two Preschool Special Education Students Diagnosed with Developmental Delays, and Fine Motor Deficits

Autor/inn/en	Smith, Erin; McLaughlin, T. F.; Neyman, Jennifer; Rinaldi, Lisa
Titel	The Effects of, Lined Paper, Prompting, Tracing, Rewards, and Fading to Increase Handwriting Performance and Legibility with Two Preschool Special Education Students Diagnosed with Developmental Delays, and Fine Motor Deficits
Quelle	In: Journal on Educational Psychology, 6 (2013) 4, S.23-29 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Handwriting; Developmental Delays; Preschool Children; Special Education; Child Development; Measures (Individuals); Achievement Tests; Psychomotor Skills; Diagnostic Tests; Teaching Methods; Writing Skills; Preschool Education; Prompting; Self Contained Classrooms; Writing Instruction; Instructional Materials; Individualized Education Programs; Learning Disabilities; Allied Health Personnel; Occupational Therapy; Elementary Schools; Research Design; Paper (Material); Play; Public Schools; Down Syndrome; Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Delayed Speech; Blindness; Perceptual Impairments; Alphabets; Childrens Writing; Beginning Writing; Battelle Developmental Inventory; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Handschrift; Entwicklungsverzögerung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesentwicklung; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Psychomotorische Aktivität; Diagnostic test; Diagnostischer Test; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Benutzerführung; Schreibunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Individualized education program; Individualisierendes Lernen; Learning handicap; Lernbehinderung; Beschäftigungstherapie; Elementary school; Grundschule; Volksschule; Forschungsdesign; Papier; Spiel; Public school; Öffentliche Schule; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Autismus; Sprachverzögerung; Blindheit; Perceptual handicaps; Wahrnehmungsstörung; Buchstabenschrift; 'Children''s writing; Writing; Children''s writings'; Kinderschrift; Schreibstil; Erstschreibunterricht
Abstract	This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed an increase in legibility of writing for both participants as well as an increase in independence when writing their letters. This report suggests that providing traceable prompts and methodically fading those prompts based on student performance was effective and applicable when teaching preschool children diagnosed with Developmental Delays to write their names. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01