Date implemented:

Client’s Initials and Age: AF 7 Time allotted for session: 25 min

11-3-21
Diagnosis and any Precautions: (1) autism, developmental delay
Goal/s being addressed: (1) given 26 letters of the alphabet, student will correctly identify 26/26 upper and lowercase, student will be
able to copy and write 5/5 letters in name through repeated practice and modeling and multi-sensory approach
Activity Demands (setting,
Specific Objectives for this Modifications (provided during the
Intervention Activities materials, and social
activity (list 2-3) activity and planned for next
(5) requirements)
(5) session) (5)
(5)
-Student will correctly identify all
Setting: OT intervention session
letters in name
Gross motor (8 min)- Before conducted in library at table
-Student will verbalize how to
session begins, student will Materials needed:gross motor Will plan to have more of a variety of
spell name in correct order
select a gross motor activity cards exercises for the next session. Gross
-Student will make first letter
from cards in a pile and perform Grade up: have child motor breaks work very well for this
capital followed by lowercase
activity for 30 seconds to 1 independently identify exercise student as he is able to get some
letters
minute while counting to 10, and count to 10 on own energy out and have some more
-Student will correctly form each
student will repeat throughout Grade down: assist child with sensory input so he is able to stay
letter in name
session when getting restless reading exercise/demonstrate if focused and on task when necessary.
-Student will write name
and needing a motor break needed, assist child with
touching line provided
counting
Rainbow writing (3min)- Student Materials needed: worksheet, Student was able to correctly verbalize
will perform “rainbow writing” in yellow and blue markers the spelling of his name when prompted
the first box of worksheet where Grade up: ensure letters are and was able to trace, but did not form
OT writes his name in yellow Student will remain on yellow being formed correctly while letters properly when doing so. In the
marker, and he must trace the line while tracing being traced next portion, OT provided a green dot
letters with a blue marker so the Grade down: make sure child and a red dot to show where student
letters turn green if he is tracing stays on yellow line as only should start and end while forming each
accurately over the yellow priority letter
Coloring name (5min)- Student Materials needed: pencil, When asked to write the name based
must write name on line markers off of the name he had traced, student
provided with verbal cuing and Grade up: Have child draw line mixed up two letters and wrote the “d”
then is allowed to color name for Student will correctly identify to write name on and write name backwards. When asked if what he
creative brain break and fine color of marker they want to use independently wrote looked the same as what he
motor practice of writing name and stay within designated box Grade down: provide HOH if traced, the student replied yes multiple
on line and coloring while while coloring needed, have child trace if times. Concerns about student’s visual
staying in one space needed perceptual skills are brought up to

Trace name (3min)- OT will draw
student’s name as dots and
student will have to connect the
dots to form letters of name,
having to complete a shape that
is not there and demonstrating
the fine motor coordination to
connect the dots and form the
letters
Write name (6min)- Student will
independently write name on
black line after having repeated
practice from previous sections
of worksheet to reinforce
practice and modeling
Student will connect each dot
and properly form letters of
name
Student will write name with
correct capitalization, formation,
orientation, spacing
Materials needed: worksheet,
black marker, pencil
Grade up: Have child write name
independently, have child make
dots for themselves
Grade down: Use green/red dots
to show child where you want
them to start/finish
Materials needed: worksheet,
pencil
Grade up: Have child write
sentence “My name is __”
Grade down: Write boxes of
appropriate size and orientation
to line to have the child fill in
letters of name themselves,
provide verbal cuing, HOH
FWed. OT then formed letters with dots
and had student trace in an effort to
show him how to better form his name
and have some repeated practice and
modeling. Student was then allowed to
decorate the name where he did stay
within the limits of the box.
Instead of doing the entire name, I
decided to focus on the letter “d” here
as this is what I observed the student
needed the most work on. I wrote a
letter “d” to model and then did a green
dot and red dot to model the line being
drawn and then 2 more dots for where
the “c” goes to form the “d.” We
repeated this in different ways of tracing
4x to try to get the correct letter
formation into the student’s head
Here, I had the student write name and
then used the green and red dots to aid
in writing the “d” correctly. I then moved
to the back of the paper and formed
boxes on a line to have the student fill
out and did this multiple times until he
got the hang of it. Then I drew another
line with no boxes to repeat this and
would erase and correct with verbal
cues as needed.
For next time, I am going to print out
worksheets of just forming letters and
have the student repeat it as I believe
he needs the repetition for it to set in.
 He did a lot better writing his name in
the boxes with these boundaries but the
second the boxes disappeared so did
his sizing and letter formation. I want to
do a lot of modeling and repetition so
that he can begin to learn the correct
formation. Writing his name is the most
functional at this point as he needs to
have it on all of his schoolwork and it
will be the foundation for his future
signature.

S/OT name: Kadia Simon

Add rows for more activities if needed, please erase the red instructions when filling it out.

Find one peer-reviewed article that supports the intervention you planned/provided. At the bottom of your plan, paste the abstract and
citation and then in your own words describe how this supports your intervention plan. (5)

Askov, E. N., & Greff, K. N. (1975). Handwriting: Copying versus tracing as the most effective type of practice. The Journal of Educational Research,
69(3), 96-98.

Kindergarten and second grades Ss were given either copying or tracing practice exercises in teaching them to
reproduce ten shorthand forms from memory. At the end of the five-week treatment period, the copying treatment
group in both grades achieved significantly higher post test scores. No significant interaction between treatment
condition and grade was found. Results corroborate the findings of an earlier study by Hirsch and Niedermeyer in
which a different tracing strategy was employed.

In my intervention plan, I utilized both copying and tracing to reinforce learning how to properly write one’s name. I used modeling and wrote one
letter, and had them either trace or copy what I had written, depending on their skill level with the particular letter we were working on. I did this in
multiple colors using various verbal prompts to get my point across and had them repeat this many times so they could learn it better. Between
copying and tracing, they were able to improve significantly by the end of the session.