Rhoda P. Erhardt MS, OTR/L, FAOTA; Private Practice, Consultant in Paediatric Occupational Therapy. Vickie Meade MPH, PT; Vickie Meade Therapy Services.
Improving handwriting without teaching handwriting: The consultative clinical reasoning process
Article first published online: 12 AUG 2005
Australian Occupational Therapy Journal
Volume 52, Issue 3, pages 199–210, September 2005
How to Cite
Erhardt, R. P. and Meade, V. (2005), Improving handwriting without teaching handwriting: The consultative clinical reasoning process. Australian Occupational Therapy Journal, 52: 199–210. doi: 10.1111/j.1440-1630.2005.00505.x
- Issue published online: 12 AUG 2005
- Article first published online: 12 AUG 2005
- Accepted for publication September 2002.
- case report;
- home programs;
Background and Aim: Children who have difficulty with handwriting are often referred for occupational therapy. This case report describes a dynamic intervention process and consultative relationship between an occupational therapist and physiotherapist, meeting the needs of an adolescent with handwriting problems.
Methods and Results: Examples are given of the collaborative clinical reasoning process, problem-solving strategies, and ongoing adaptation of activities, materials, and equipment, leading to moderate improvement in handwriting and significant improvements in school reports and athletic competence, maintained for 6 years.
Conclusion: Clinical decisions for selecting and modifying intervention techniques can be derived from assessment of occupational performance areas and performance components (underlying motor, sensory, and perceptual deficits interfering with the production of legible handwriting), within relevant performance contexts.