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

Authors

Colleen Meyers, Gonzaga University
T.F. McLaughlin, Gonzaga University
Mark Derby, Gonzaga University
Kimberly P. Weber, Gonzaga University
Milena Robison, Spokane Public Schools

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