The Journal of Special Education Apprenticeship
Abstract
The ability to write one’s own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a four year-old how to write his first name using proper size, form, and tool. The participant was a four year-old boy in a self-contained preschool setting. A multiple baseline design across letters was employed. The overall outcomes indicated improvement through the use of Handwriting without Tears® materials. The participant enjoyed the procedure and improved his academic skills.
Recommended Citation
Meyers, Colleen; McLaughlin, T.F.; Derby, Mark; Weber, Kimberly P.; and Robison, Milena
(2015)
"The Effects of “Handwriting without Tears®” on the Handwriting Skills of Appropriate Size, Form, and Tool for a Four Year-Old Boy with a Developmental Delay,"
The Journal of Special Education Apprenticeship: Vol. 4:
No.
2, Article 1.
DOI: https://doi.org/10.58729/2167-3454.1043
Available at:
https://scholarworks.lib.csusb.edu/josea/vol4/iss2/1