Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting

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Goyen, E., Grindle, C., Totsika, V., & Sapiets, S. J. (2024). Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting. Tizard Learning Disability Review, 29(1), 47-55. https://doi.org/10.1108/tldr-07-2023-0015

Publication date: 29 Mar 2024 Added to AutiHub: 18 Oct 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Emily Goyen
  2. Corinna Grindle
  3. Vasiliki Totsika
  4. Suzi Jayne Sapiets *

Abstract

Purpose Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills. Design/methodology/approach Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability. Findings Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up. Originality/value This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

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Cited references
25
With a DOI
12
Without a DOI, from raw bibliography text
13
0 / 25 (0.0%) cited references include at least one author identified as autistic.
References with data to complete
13 / 25 (52.0%)
References with detected author names
12 / 25 (48.0%)
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13
Without a structured title
3
Without a stable identifier
13
References with raw author names still to review
3
References with external metadata lookup issues
0
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Author names detected in the cited bibliography
51
From DOI or external metadata
51
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
3
16 / 51 (31.4%) names are linked to an author already present in AutiHub. 35 / 51 (68.6%) names are not yet linked.
Names linked to a person identified as autistic
0 / 51 (0.0%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 0 / 16 (0.0%). Distinct people identified as autistic: 0 / 49 (0.0%).
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