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, C., McLaughlin, T., Derby, M., Weber, K. P., & Robison, M. (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, 4(2). https://doi.org/10.58729/2167-3454.1043
