School based occupational therapy interventions in handwriting for Essay

School based occupational therapy interventions in handwriting for kindergarten and key stage unrivaled children - Essay ExampleOccuptionl therpists panorama the occuptionl performnce of children to be self-cre, work, nd ply ctivities. One common cdemic ctivity is writing, required when children nd dolescents compose stories, complete written ex minute of arctions (Benbow, Hnft, & Mrsh, 2002), copy numbers for clcultions (Hgin, 1983), dictte telephone messges nd numbers t home, nd write messges to friends nd fmily members (mundson, 1998). The functionl skill of hndwriting supports the cdemic tsk of writing nd llows students to convey writ ten informtion legibly nd efficiently, while ccomplishing written school ssignments in timely mnner. Hndwriting consumes much of students school dy. McHle nd Cermk (2002) ex tap the mount of time llocted to fine-motor ctivities nd the type of fine-motor ctivities tht school-ged children were expected to perform in the clssroom. In their study of six clsses, consisting of both clsses from grdes 2, 4, nd 6 in middle-income public schools, they found tht 31% to 60% of the childrens school dy consisted of fine-motor ctivities. Of those fine-motor tsks, 85% of the time consisted of pper nd pencil tsks, indicting tht students my possibly spend up to one qurter to one hlf of their clssroom time engged in pper nd pencil tsks.Occuptionl therpists re frequently sked to evlute hndwriting when it interferes with students performnce of written ssignments. In fct, poor hndwriting is one of the most common resons for referring school-ged children for occuptionl therpy (Cermk, 1991 Chndler, 1994 Oliver, 2002 Reismn, 1991). The role of the occuptionl therpist is to visit the students performnce, in this cse hndwriting, by focusing on the interction of the student, the school environment, nd