Running head: HANDWRITING WITHOUT TEARS 1

Academic Intervention: Handwriting Without Tears

Haley E. Wilde

Fall 2017

EDPS 690

Ball State University

*This report has been de-identified*

HANDWRITING WITHOUT TEARS 2

Academic Intervention

Abby* was a 7 year old, second grade student in the general education curriculum at

ABC Elementary school, where she had been a student since kindergarten. She did not have an

IEP and was not receiving any special education services, though she had been evaluated in the

past as a preschooler. Upon hearing the school psychologist intern was available to provide

intervention for students of need, Abbys teacher referred her for additional assistance with

handwriting. After obtaining signed consent from Abbys parents, the school psychologist intern

collected the relevant background, academic, and observational information to guide the design

and implementation of an appropriate academic intervention. (*Pseudonym).

Abby was living with her biological mother, father, and twin sister in Indiana Town,

Indiana. A previous evaluation report indicated Abby was born at 27 weeks, weighed 2 pounds, 3

ounces, spent four months in the NICU after birth and was on a ventilator for two months.

Records indicated Abby had a diagnosis of chronic lung disease and asthma. Abby received

occupational therapy and physical therapy services through First Steps for approximately one

year. She was previously evaluated for a possible speech impairment and/or language

impairment eligibility when she was in preschool, out of concern for her delayed communication

skills. The multidisciplinary team did not find Abby to demonstrate evidence of a speech or

language impairment and she did not meet criteria for either, as her speech and language skills

were found to be age-appropriate at the time. As a result, the case conference committee did not

find Abby eligible for special education services.

School records indicated Abby passed a hearing screening in July of 2016 and a vision

screening in February of 2017. No current medical, behavioral, or social concerns were reported

by parent or teacher at the time of the intervention referral.

HANDWRITING WITHOUT TEARS 3

Problem Analysis

Abbys teacher reported her handwriting lacks consistency with where she places letters,

reversals, using upper and lower case letters correctly, and formation. Abbys handwriting

struggles were not reported or observed to be due to fine motor issues, such as pencil grip. The

data collected through various methods, as described in the RIOT matrix, were examined to gain

a comprehensive understanding of Abbys handwriting tendencies and difficulties. Abbys

background, academic skills, abilities, and behavioral tendencies were considered through

reviewing previous records, numerous observations across settings, teacher interview, and

observation of work samples.

With consideration of Abbys curriculum, environment, grade level expectations, and

existing interventions, this information was assessed using the RIOT (review, interview, observe,

and test) approach (Appendix A). Based on the information collected through the RIOT method

and exploration of research-based interventions, an intervention plan was designed to best serve

the Abbys unique needs while being mindful of her classroom and other intervention schedules.

Baseline data as well as progress monitoring data were collected on a weekly basis prior to and

during the intervention phase, as described in the following section. Abbys current levels,

according to classroom assessments and district benchmarks, are included in the following

section.

2nd grade data:

o Literacy:

August:

-Writing applications: Below Basic

HANDWRITING WITHOUT TEARS 4

-SRI: 0 Below Basic

-Fountas & Pinnell: 16 Basic

September:

-Writing Applications: Below Basic

-SRI: 0 Below Basic

-September Evaluate: 29 Basic

o Math:

August:

-Everyday Math: 44 Below Basic

-Evaluate Benchmark Assessment: 20 Below Basic

September:

-Everyday Math: 29 Below Basic

-Evaluate Benchmark Assessment: 25 Below Basic

Problem Validation

Abbys classroom teacher expressed concern about her handwriting skills, in addition to

her performance in other academic areas. While the other academic areas were being addressed

via intervention and assistance, handwriting remained an area of need. The information collected

through various methods, as described in the RIOT matrix, was examined to gain a

comprehensive understanding of Abbys handwriting tendencies and difficulties.

HANDWRITING WITHOUT TEARS 5

Abbys history of academic performance includes primarily A and B grades. Her grades

for the first quarter of second grade were also primarily As, however, she received a C grade in

the subject of handwriting on her report card. Abbys teacher reported this is an area that needed

a lot of improvement and that Abby would benefit from additional assistance in this academic

area. Previous evaluation records indicated there were not fine motor concerns for Abby and no

additional concerns were reported during her time at Abraham Lincoln elementary school.

Similarly, no vision concerns were reported on Abbys behalf, and records indicated she passed a

recent vision screening.

In regards to problem validation and determining the extent of Abbys handwriting

struggle, both objective and subjective perspectives were considered. Subjectively, Abbys

teacher saw her handwriting skills as poor compared to her same-age peers and classmates.

Unlike the other academic areas, this was a skill that was not being addressed at the time in

regards to intervention. To assess Abbys handwriting problem through a more objective

viewpoint, state standards and classroom expectations were referenced. According to the Indiana

Department of Education (IDOE), in first grade students are expected to write all uppercase and

lower case letters legibly, and space letters, words, and sentences appropriately, (Standard

1.W.2.1) (IDOE, 2014, p. 8). Although this is a first grade standard, Abbys handwriting

performance was not yet demonstrative of this standard on a consistent basis as a second student.

In further validation of the issue, the second writing standard listed for second grade is a

handwriting-specific component. This standard states that second grade students are expected to

form letters correctly and space words and sentences properly so that writing can be read easily

by another person, (Standard 2.W.2.1), in addition to being expected to build upon and

continue applying concepts learned previously, (Standard 2.W.2.2) (IDOE, 2014, p. 6). These
HANDWRITING WITHOUT TEARS 6

handwriting skills are not just expected standards for second graders; they are also contributive

to the basic foundations students need to be successful in other areas of writing, as listed by the

IDOE (IDOE, 2014, p.6). The IDOE second grader writing standards go on to include a

multitude of other writing skills related to writing genres and the writing process as

expectations for second grade students. Without the fundamental handwriting skills, the more

complex writing skills would be more difficult for Abby to obtain and she would be at risk for

falling behind on meeting second grade writing standards.

Based on the subjective and objective understanding of Abbys handwriting skill deficit,

in addition to the background information and data, a research-based handwriting intervention

would be most beneficial for Abby. All of these elements were considered in the selection,

planning, and implementation of the intervention.

Review of Research

To help Abby practice her basic handwriting skills and establish correct formation,

orientation, and placement habits when writing, Handwriting Without Tears (HWT) was chosen

as the most suitable intervention program. HWT was designed to embrace the natural learning

process of a child and their developmental level, as well as incorporate multisensory elements to

enhance learning and increase engagement (Handwriting Without Tears, 2015). It is a research-

supported program that has historically been used as an occupational therapy service; however, it

is also used within other settings and scenarios, such as the general education classroom and

small group instruction (Donica, 2015).

The HWT program implementation has components designed to serve students of all

ages, with grades grouped according to the appropriate stage of handwriting skill development.
HANDWRITING WITHOUT TEARS 7

HWT is implemented by strategically progressing from the basic skills, such as learning letter

formation and copying, to more complex skills including sentences and free writing (Roberts,

Derkach-Ferguson, Siever, and Rose, 2014). HWT addresses a plethora of handwriting elements

required for producing legible handwriting with ease, including letter formations, understanding

upper and lower case, spacing, placement, and writing numerals. The development and mastery

of these skills is necessary for students to become proficient writers in the future, especially

when the writing tasks focus on content rather than handwriting. An estimated 10-34% of

students struggle with handwriting, and although handwriting skill development is naturally built

into classroom curriculum, explicit instructional methods are not necessarily popular or

established (Roberts et al., 2014). Not only does HWT explicitly support handwriting skill

development and practice, but also it is one among the few research-based methods out there of

its kind.

While the collection of research is not necessarily expansive, there are a number of

studies supporting the effectiveness and benefits of implementing the HWT program in

classroom, small group, and one-on-one settings (Donica, 2015). Numerous studies measuring

the effectiveness of the HWT program have demonstrated positive, notable improvement in

student handwriting skills across grade levels. In a three year long study involving approximately

14,000 students, the use of HWT produced significant improvement in a multitude of printing

skills for students, as well as cursive skills (Handwriting Without Tears, 2015, p. 8). Other

studies have utilized pre and post-tests to analyze the effectiveness of HWT in elementary

classrooms; researchers have found HWT to produce significant findings in regards to improved

letter-form, spacing, placement, orientation, and readability (Hape et al., 2014; Schneck et al.,

2012; as cited by Handwriting Without Tears, 2015). While HWT is designed to be an effective
HANDWRITING WITHOUT TEARS 8

program for students of all ages and classrooms, research has also demonstrated that it is a

beneficial handwriting tool to use with children with special needs (Owens, 2004). Researchers

have also suggested that HWT become an element implemented in preschool programs and

curriculums, as findings have demonstrated that its use can lead to improved academic readiness

skills in younger children (Lust & Donica, 2011 as cited by Handwriting Without Tears, 2015).

Overall, mastery of handwriting skills is considered a necessity for students academic success in

the years to come, as it is a critical component of all academic areas (Roberts et al., 2014).

In conclusion, the Handwriting Without Tears programs availability, research-based

design, and empirically supported effectiveness made it the most appropriate intervention to

implement with Abby in attempt to improve her handwriting skills. Components of the My

Printing Book of the HWT program were used for the intervention. The My Printing Book

contains worksheets specifically designed to practice the formation, orientation, and line

placement of letters and numbers. These worksheets were strategically selected and used to best

suit Abbys handwriting difficulties and needs.

Behavioral Definition

In regards to this case study, the overall goal was to improve Abbys handwriting skills

specifically pertaining to letter formation, placement, and orientation, by decreasing the number

of errors she made while writing. The following behavioral definitions were obtained directly

from the Handwriting Without Tears 2nd grade screener scoring packet (Handwriting Without

Tears, 2009) (Appendix B). Letter formation, or memory as used by the HWT program, is

behaviorally defined as the ability to remember and write dictated letters and numbers. Examples

of letter formation/memory included writing recognizable letters and numbers, writing the

correct case of a letter (upper or lower), and remembering all elements of a letter correctly (i. e.,
HANDWRITING WITHOUT TEARS 9

dotting a lower case i, crossing a T or t correctly). Nonexamples of correct letter

formation/memory included omitting letters or numbers, writing the wrong case of a letter, or

writing unrecognizable letters or numbers. An outside observer would be able to objectively and

clearly read, measure, and understand the letters and numbers written by the student.

The HWT program behaviorally defines orientation as the ability to write letters and

numbers facing the correct direction behaviorally defines orientation. Examples of correct

orientation included writing letters and numbers with all elements of the letter/number facing the

correct direction (d vs. b). Non-examples included writing a letter or number with elements

facing the wrong direction or symmetrical letters/numbers. An outside observer should be able to

read and understand the written letters and numbers unambiguously.

Finally, the HWT program behaviorally defines placement as the ability to place letters

and numbers correctly on a baseline (see Appendix B for reference). Examples of correct

placement included writing letters/numbers that are on the baseline, within 1/16th of an inch

above or below the line (see Appendix B). Nonexamples of correct placement included

letters/numbers that should be on the line, but are 1/16 above or below the baseline. This

element was evaluated using the HWT 2nd grade screeners Placement Tool that allowed the

examiner to measure whether or not a letter/number was written within the 1/16 area of the

baseline.

Baseline Data

The Handwriting Without Tears screener of handwriting proficiency (2nd grade) was used

to obtain baseline data of Abbys handwriting skills, specifically related to letter

formation/memory, orientation, and placement (see Appendix C). The 2nd grade screener was
HANDWRITING WITHOUT TEARS 10

then consistently used to obtain progress-monitoring data on a weekly basis for the remainder of

the intervention. Due to the nature of the screener and the information it provided, the screener

was administered two times in week one to obtain a baseline. The baseline data provided

information regarding the number of errors Abby made per handwriting proficiency screener.

The screener provided Abby with lines on which she was instructed to write a culmination of

upper case and lower case letters, as well as numbers, which were then assessed for errors

pertaining to memory, orientation, and placement.

The materials used to collect baseline data included the Handwriting Without Tears 2nd grade

handwriting proficiency screener worksheet, a number two pencil, and the scoring guide for the

examiners use. The following steps were then followed to collect the baseline data.

1. Present student with a blank Handwriting Without Tears screener of proficiency

worksheet (Appendix C) and a sharpened number two pencil.

2. The examiner reads the screeners corresponding How to Administer instructions, as

provided by HWT (Appendix D).

3. Collect screener worksheet when student has completed every item as instructed.

4. Provide small reward (i. e., sucker) to student for their effort.

5. Dismiss student.

6. The examiner utilizes the corresponding scoring packet to score the screener and

document the data.

Intervention Plan

The school psychologist intern was the only person responsible for the implementation of

the intervention, as well as the collection of baseline and progress monitoring data. The

intervention was implemented for six weeks, approximately twice a week. The intervention was
HANDWRITING WITHOUT TEARS 11

typically implemented with Abby in the school psychologists office, or a workroom, depending

on availability. Due to the students classroom and other intervention schedules, the time of day

the intervention was done varied from week to week, depending on when Abby was available.

The materials used during each intervention session included a number two pencil and two

worksheets (letters and/or numbers) from the My Printing Book, which were strategically

selected based on the problem letters/numbers that Abby was struggling to master. An example

of one of the worksheets from the My Printing Book can be found in Appendix E.

Abby was instructed to pick up her pencil, get a comfortable and appropriate grip, and tell the

intern when she was ready to begin. The student was then instructed to write the capital letter (or

number) where the worksheet prompted her, starting at the guiding dot or line (see Appendix E

for reference). Feedback was provided to Abby as needed. Abby was then instructed to complete

the lower case letter (or number) section, using the guiding dots and lines as prompted; feedback

was provided accordingly. Finally, Abby was instructed to complete bottom portion of the

worksheet, which prompts the student to write words that involve the target letter, using a model

for reference. Number worksheets prompted Abby to write the target number consecutively or

amongst a series of other numbers (see Appendix E). During each session, Abby completed two

worksheets; including either a combination of two target letters, or a target letter and a target

number. A treatment integrity list was utilized to ensure that the intervention was being

implemented with fidelity and to obtain treatment integrity data throughout the intervention.

1. Present student with one worksheet for a target letter/number from the HWT My

Printing Book book, and a sharpened number two pencil.

HANDWRITING WITHOUT TEARS 12

2. Instruct the student to write the upper case letter (or number, if number worksheet),

utilizing the guiding features that are provided. The intern is to provide scaffolding,

guidance, and feedback regarding formation, placement, and orientation accordingly.

3. Instruct the student to write the lower case letter (or number) as prompted, utilizing the

guiding features that are provided. Provide scaffolding, guidance, and feedback regarding

formation, placement, and orientation accordingly.

4. Instruct the student to complete the bottom section that applies the target letter/number in

words or series of numbers, utilizing the models and guiding features provided. Provide

scaffolding, guidance, and feedback accordingly.

5. Once one worksheet is complete, present the student with the second target letter/number

worksheet from the My Printing Book and repeat steps 1-4 until complete.

6. Provide a small reward (i. e., sucker) to the student for their effort.

7. Dismiss the student and document which target letter/numbers were addressed during that

session.

Goal Setting

The overall goal of this intervention plan was to improve Abbys handwriting

proficiency. The long-term goal was to help Abby be able to master basic handwriting skills, so

that she can move onto developing more complex writing skills, like narratives and essays that

she will be required to do in her later elementary years. For this particular intervention and

measurement strategy (the 2nd grade proficiency screener), ideal goal was for Abby to be able to

complete a 2nd grade screener of handwriting proficiency with zero errors by the end of the

intervention phase (Appendix F). According to the IDOE, second graders should have already

mastered basic handwriting skills and should be focusing on developing writing skills related to
HANDWRITING WITHOUT TEARS 13

content. To meet this standard, the long-term goal for Abby was to have her completing basic

handwriting skills with 100% accuracy, and with 0 errors according to the HWT scoring packet

(Appendix F).

Baseline data collection indicated Abby was able to complete a 2nd grade screener of

handwriting proficiency with 61-64% accuracy and an average of 12-13 errors per screener

(Appendix F). Due to the six-week time frame, the expected goal for the end of the intervention

was to have Abby writing with 85% accuracy and a maximum of 6 errors per screener.

Increasing Abbys accuracy by approximately 20% and overall decreasing the number of

memory, orientation, and placement errors made, was calculated to be a feasible and obtainable

goal for Abby.

A short-term goal was established for this intervention in order to assess Abbys

improvement on a weekly basis, in attempt to reach each short-term goal week by week. The

short-term goal for Abby was to decrease the number of errors made per screener worksheet by

1, which would increase her accuracy percentage as a result. By setting this short-term goal and

reaching for it each week, Abby would be on track to reach her expected goal of 6 errors per

screener and increasing her accuracy rate by 20% by the end of the intervention period

(Appendix F).

Measurement Strategy

The Handwriting Without Tears 2nd grade screener of handwriting proficiency was used

to monitor the effectiveness of the intervention and Abbys skills. Progress monitoring data was

collected and tracked by the school psychologist intern throughout the intervention. The

proficiency screener was conducted on a weekly basis, on the last day of the week that the
HANDWRITING WITHOUT TEARS 14

intervention was done. The intern plotted the progress monitoring data using an Excel

spreadsheet, on which each data point represented the number of errors (memory, orientation, or

placement) made by Abby on that weeks screener. Abbys accuracy was calculated to

supplement the error data by subtracting the number of errors made from 34, as there were 34

letter/number opportunities per screener. See Appendix G, which includes baseline and progress

monitoring data.

Decision-Making

Based on practicum course discussions and previous knowledge, the school psychologist

intern planned to use three decision-making points during the intervention phase. Each decision-

making point was intended to be at the end of each two-week phase. Based on Abbys short-term

goal of decreasing her number of errors by 1 per screener, each decision-making point looked at

whether or not Abby had decreased her number of errors by at least 2 over the course of the two-

week time frame.

When Abby did not reach her short-term goal of decreasing her number of errors by 1

each week and 2 by each decision-making point, intervention modifications were considered.

Abby was able to decrease the number of memory, orientation, and placement errors made per

screener by at least 2 errors by each decision-point, with the exception of the most recent

progress monitoring data point (Appendix G). While she made expected progress by each

decision-making point, the intern had planned modifications to implement if she did not make

such progress. One modification that could have been implemented was to incorporate a third

target letter/number worksheet per intervention session. This would provide an additional

practice opportunity and could allow Abby to receive even more feedback and guidance. Another
HANDWRITING WITHOUT TEARS 15

modification considered for this intervention was to analyze Abbys screeners and make sure the

target letters were appropriately selected.

Treatment Integrity

Treatment integrity was tracked utilizing a fidelity checklist, as discussed previously in

the Intervention Plan and Baseline Data sections. While the intern was the only person

involved with the implementation of this intervention and data collection, these lists were made

and used to ensure that the intern was implementing the procedures with fidelity for each session.

In addition to these lists of steps, the intern recorded the date of the session, whether or not the

steps were followed correctly, and whether or not progress monitoring was collected. The list of

steps were followed with 100% fidelity, however, progress monitoring data was not always

collected later in the week as intended. Due to the Thanksgiving holiday, progress-monitoring

data was collected early in the week and only after one day of the intervention. Similarly, the

school districts two week long fall break prevented the intern from working with the student

immediately after baseline data collection. Although the intervention was implemented with

fidelity in regards to the intervention steps, the schedule that the intervention followed and when

progress-monitoring data was collected could have been more effective and efficient.

Progress Monitoring

Throughout the intervention, progress-monitoring data was collected on a weekly basis

using the Handwriting Without Tears 2nd grade screener of handwriting proficiency. The

screener was administered once per week, typically at the end of the last session of the

intervention for the week. The HWT 2nd grade screener of proficiency was used to collect data

regarding the accuracy of Abbys handwriting skills regarding letter formation/memory,

HANDWRITING WITHOUT TEARS 16

orientation, and placement (Appendix C). The screener was scored using the 2nd grade screener-

scoring packet and Abbys total number of errors was recorded per screener (Appendix B). The

numbers of errors were then graphed on an Excel spreadsheet. The weeks were plotted on the x-

axis, while the number of errors was plotted on the y-axis. This progress monitoring graph

demonstrated Abbys progress over the course of the intervention phase, measured by the

decrease in the number of errors she made per progress monitoring screener (Appendix G).

Formative Evaluation

According to the progress monitoring data collected and plotted throughout the

intervention phase, Abby made progress consistently throughout the first four weeks of

implementation (see Appendix G). From the baseline phase to the end of week four, Abby had

decreased her number of errors per screener of proficiency by 6 or 50%, which also meant her

accuracy had increased similarly. Therefore, by the end of week four, Abby had reached the

expected goal of decreasing the number of errors she made by half. Prior to the intervention,

Abby was making 12-13 errors per 34-letter/number screener worksheet. She decreased that

number to 10 after week one, 9 after week two, 6 after week three, and 5 errors after week four.

There was one week of regression during the intervention phase, and that occurred at week five

when Abby completed the proficiency screener and made a total of 6 errors. Despite the minor

regression at week five, Abby decreased her number of errors back down to 5 during the last

week of the intervention. The intern refrained from making any modifications during the

intervention phase, as Abby met the short-term goal on a weekly basis and at the decision-

making points.
HANDWRITING WITHOUT TEARS 17

Summative Evaluation

According to the progress monitoring data, Abby was able to reach and slightly surpass

her goal of being able to complete the 2nd grade proficiency screener with a 50% decrease in

errors, and overall increase her handwriting skill accuracy. Starting with a baseline average of

12.5 errors, Abby was writing letters and numbers with only 5 errors pertaining to memory,

orientation, and placement by the end of the intervention phase. Therefore, Abby was able to

improve her formation/memory, orientation, and placement skills over the course of the

intervention. Although there was slight regression and essentially a plateau during the final

weeks, Abby improved her handwriting skills from both an objective and subjective evaluation.

Objectively, she improved at a rate that allowed her to reach her short term goal from week to

week, and was making progress towards reaching her long-term goal of making zero errors

related to formation, orientation, and placement. From a subjective perspective, Abby was no

longer confusing her lower case bs and ds, forgetting to dot her lower case is and js, and

starting and ending her letters/numbers within 1/16 of the baselines provided.

While there were some implementation hiccups and complications due to the districts

fall break, thanksgiving break, and the students schedule, the intervention produced some

success in regards to Abbys handwriting tendencies. It has yet to be decided if the intervention

will continue into the spring semester. The intervention data and Abbys other intervention plans

will be discussed by the intern and Abbys teacher to decide what is best in regards to proceeding

with or discontinuing the intervention.

HANDWRITING WITHOUT TEARS 18

References

Donica, D. K. (2015). Handwriting Without Tears: General education effectiveness through a

consultative approach. American Journal of Occupational Therapy, 69(6), 1-8.

Handwriting Without Tears. (2015). Research Review. Retrieved from Learning Without Tears

website.

Hape, K., Flood, N., McArthur, K., Sidara, C., Stephens, C., & Welsh, K. (2014). A pilot study

of the effectiveness of the Handwriting Without Tears curriculm in first grade. Journal of

Occupational Therapy, Schools, & Early Intervention, 7(3-4), 284-293.

Indiana Department of Education. (2014). Indiana Academic Standards 2014. Retrieved from the

Indiana Department of Education Website: doe.in.gov.

Lust, C., & Donica, D. (2011). Effectiveness of a handwriting readiness program in Head Start:

A two-group controlled trial. Research Scholars Initiative, 65(5), 560-568.

Owens, L. (2004). The effects of the Handwriting Without Tears program on the handwriting of

students in inclusion classrooms. Masters thesis. Virginia Commonwealth University,

Richmond, Virginia.

Roberts, G. I., Derkach-Ferguson, A. F., Slever, J. E., & Rose, M. S. (2014). An examination of

the effectiveness of Handwriting Without Tears instruction. Canadian Journal of

Occupational Therapy, 8(2), 102-113.

Schneck, C., Shasby, S., Myers, C., & DePoy Smith, M. L. (2012). Handwriting Without Tears

versus teacher-designed handwriting instruction in first grade classrooms. Journal of

Occupational Therapy, 5(1), 31-42.

HANDWRITING WITHOUT TEARS 19

Appendix A
RIOT/ICEL Assessment Worksheet
Statement of Student Problem: Basic handwriting skills

Review Interview Observe Test

Instruction Review of Interview with Classroom One on one
classroom work teacher: Observation: environment:
and previous -Teacher reports the -It appears student is -Student worked well
records: student can keep up attentive in class and in a one on one setting
-Records indicate with the classroom puts forth optimal with the examiner
student performs pace but does better effort when working -Student responds to
well with with one-on-one independently feedback well and puts
assistance and in assistance forth good effort
one-on-one
interventions for
other academic
areas

Curriculum Review of Interview with Classroom Assessment:

records: teacher: Observation: -Student appeared to
-Student has been -Student struggles -Students used have knowledge of
in a general with basic handwriting skills in handwriting skills in a
education handwriting skills the classroom to one on one
classroom since and they are no complete other environment, but made
the beginning of longer practicing activities, but did not numerous errors
kindergarten those fundamentals practice handwriting
explicitly

Environment Review of Interview: Classroom Observed behavior

environment: -Teacher reported Observation: and environment:
-Student is in a student does well -Student was -Student did well in the
general education socially and pleasant and one on one setting and
classroom, but behaviorally in the appeared to be trying appeared to put forth
one with classroom, but has her best to be good effort on the
instructional some academic attentive and handwriting worksheets
assistants ready to difficulties complete her work and progress
help students monitoring tools
needing
additional help
HANDWRITING WITHOUT TEARS 20

Learner Review of work Interview with Classroom and Observed behavior in

and learning teacher: testing testing sessions:
skills: -Student listens to Observations: -Student responded
-Student responds feedback and tries her -Student seems to be well to feedback given
well to one on best, but still seems an attentive learner by examiner
one assistance but behind in several and engaged in the -Skills practiced were
continues to academic areas classroom often remembered and
struggle in -Handwriting skills applied at later time
numerous are not really during sessions
academic areas improving
including
handwriting
HANDWRITING WITHOUT TEARS 21

Appendix B

Appendix C (actual screener probe)

Appendix D (how to administer)
Appendix E (example worksheet)
HANDWRITING WITHOUT TEARS 22

Appendix C
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Appendix D
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Appendix E
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Appendix F
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Appendix G