Graduation Year

2025

Document Type

Capstone

Degree Type

Open Access Capstone

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

Department Name when Degree Awarded

Occupational Therapy

Abstract

Background: According to the Compensation & Workforce Survey, 24.89% of occupational therapy practitioners (OTPs) work in schools (AOTA, 2023). This researcher has worked in a public-school setting for over 20 years, and her caseload continues to grow each year, doubling in the past 10 years. Handwriting difficulties account for most referrals for this researcher.

Purpose: The purpose of this research was to determine if an occupational therapy (OT) led fine motor intervention small group along with push-in occupational therapy services during literacy instruction would improve kindergarten students’ handwriting.

Theoretical Framework: Motor learning theory is applicable to teaching handwriting. This theory states learning motor skills occurs through the use of activities (Jarus, 1994). Asher & Estes (2016) cited that motor learning theory can guide handwriting instruction in the classroom as the foundation of handwriting is built on fine motor and visual motor skills. This researcher used these motor skills when leading fine motor intervention groups in the intervention kindergarten classrooms.

Methods: This study used a quantitative pretest-posttest quasi-experimental research design (Corcoran, 2017). Quantitative data (Creswell & Creswell, 2023) was collected using a pretestposttest design to compare legibility before and after the intervention for 87 kindergarten students. Forty-five students in the comparison classrooms received push-in OT services during literacy instruction one time per week for six weeks. Thirty-three students in the intervention classrooms received the once weekly push-in OT sessions plus a weekly OT led fine motor intervention small group reinforcing letter formation with Play-Doh®.

Results: Posttest scores were higher on the Screener of Handwriting Proficiency (LWT, 2021) for the kindergarten students who received an OT led fine motor intervention small group once a week focused on letter formation and letter memory while continuing to receive push-in OT services during literacy compared to those students who only received push-in OT services during their literacy instruction once a week.

Conclusions: Occupational therapy led fine motor intervention small groups with push-in OT services were effective to improve kindergartners handwriting as compared to only push-in services in a kindergarten classroom. The intervention and comparison kindergarten classrooms showed statistically significant changes from pretest to posttest scores. In all four kindergarten classrooms in this capstone project posttest scores were higher than pretest. This capstone project provided evidence that Tier 1 and Tier 2 supports provided by OTPs in kindergarten students’ natural environments improved handwriting legibility.

Faculty Mentor

Leslie J Hardman, OTD, OTR/L

Department Affiliation

Occupational Therapy

Committee Member

Camille Skubik-Peplaski, PhD, OTR/L, FAOTA

Department Affiliation

Occupational Therapy

Department Affiliation

Occupational Therapy

Comments

I would like to thank Dr. Leslie J. Hardman, OTD, OTR/L for her hard work and patience in helping me complete my capstone project. She provided guidance and support to me throughout the whole process. She always pushed me to do my best.

I would like to thank Dr. Camille Skubik-Peplaski, PhD, OTR/L, FAOTA for her support throughout the writing of this capstone project. I appreciated her insights and editing suggestions.

I would like to thank all of my EKU professors and my ppOTD cohort (Sue and Mary) for their support and encouragement.

I would like to thank my school district and colleagues for their support throughout my research and the teachers and students that participated in my research.

I would like to thank my husband and children for their love and support throughout my studies and research. They kept cheering me on from the first day of classes until graduation day. I could not have earned my doctoral degree without their support.

IRB Approval Number (if applicable)

3332

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