Handwriting intervention effectiveness via telehealth delivery

Abstract

ABSTRACT Background Handwriting improvements have been found to improve foundational academic literacy skills. As telehealth usage has increased, the effectiveness of delivering handwriting interventions using telehealth has not been researched. The additional literacy benefits of handwriting interventions delivered via telehealth have also not been examined. Purpose This repeated baseline case series sought to determine the effectiveness and feasibility of the Handwriting Without Tears® (HWT) program via telehealth delivery for handwriting and spelling outcomes for children who present with handwriting and/or spelling delays. Methods A repeated pretest and posttest design was used. The Test of Handwriting Skills-Revised was used to assess handwriting quality and speed. The Test of Written Spelling-5 was used to evaluate spelling. Participants completed 7 synchronous HWT telehealth visits with 14 asynchronous visits offered. Findings Significant gains in handwriting speed were observed. Participants had insignificant changes in handwriting quality and spelling. Satisfaction, consistent attendance, and minimal accommodations required to translate the HWT program to telehealth were noted. However, technological issues and the impact of telehealth devices were also observed. Conclusion Results indicate that handwriting interventions delivered via telehealth can improve handwriting speed; however, further research is warranted to determine if this modality improves handwriting quality and spelling delivered.