Evidence for Pre-Printing Interventions: A Scoping Review

Autor/inn/en	Klein, Erin; Montgomery, Ivonne; Zwicker, Jill G.
Titel	Evidence for Pre-Printing Interventions: A Scoping Review
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 4, S.400-436 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klein, Erin) ORCID (Zwicker, Jill G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1875389
Schlagwörter	Preschool Children; Handwriting; Writing Instruction; Printing; Occupational Therapy; Child Development; School Health Services; Early Intervention; Readiness; Best Practices; Evidence Based Practice; Program Effectiveness; Developmentally Appropriate Practices; Direct Instruction + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handschrift; Schreibunterricht; Buchdruck; Drucken; Beschäftigungstherapie; Kindesentwicklung; Schuleingangsuntersuchung; Entwicklungsbezogene Bildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	An integral part of occupational therapy practice in early intervention involves assessment and treatment of pre-printing challenges and determination of printing readiness; however, the evidence to inform best practice has not been thoroughly investigated. This paper is part of a larger scoping review that focused on theoretical frameworks for printing readiness and evidence for pre-printing development and skills. This companion paper undertook a critical evaluation of pre-printing interventions and programs, based on a new proposed integrated theoretical framework outlined in Klein et al. (2021, same issue). Of the 98 articles included in the scoping review, 12 were intervention-based studies. Most of these intervention studies were rated at a low level of evidence and often utilized a bottom-up approach for intervention, which is maligned with current best practice principles. Direct task-based learning is considered best practice for handwriting interventions; however, there is a paucity of research studies at higher levels of evidence that evaluate this approach for pre-printing intervention. Commercially available pre-printing programs that incorporate tenets of an integrated theoretical framework for printing readiness exist; however, there is a gap in the literature evaluating their effectiveness. Empirically evaluated pre-printing interventions and programs that are rooted in an integrated approach are needed, drawing on principles from emergent literacy and neurodevelopmental frameworks, embracing top-down, task-based learning. Development and use of these programs in early intervention will facilitate collaborative partnerships between occupational therapists, educators, and parents for developmentally appropriate pre-printing intervention that fit within curriculum expectations. As so few evidence-based pre-printing programs exist, once developed, there will be a critical need to research their effectiveness. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01