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.
Meyers, Colleen; McLaughlin, T.F.; Derby, Mark; Weber, Kimberly P.; and Robison, Milena
"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
, Article 1.
Available at: https://scholarworks.lib.csusb.edu/josea/vol4/iss2/1