Fine Motor Adaptations: Improper grasp can limit finger dexterity and control
- Use a large 3-ring binder or slant board as a writing surface to help position hand and wrist in a more functional position.
- Use a recommended pencil grip to support correct finger placement.
- Use smaller writing utensils (small pieces of chalk, golf pencils, etc) to force a more desirable tripod pencil grasp. If the student is extremely resistant to this technique, use wider or fatter writing utensils.
- Make sure paper position follows the slant of the forearm being used for writing, and is placed at the midline of the work surface.
Postural Adjustments: Improper posture can limit the success of a child's handwriting and fine motor activities
- Place both feet flat on the floor, hips back in the chair, shoulders over hips, and head upright and centered. This frees the arms and hands to work more freely.
- Adjust furniture to fit. Desktop height should be between the end of the sternum and navel area.
- Provide foot rest if necessary (old phone books, stools, etc.).
- Allow postural breaks and/or alternative work positions (lying prone on the floor, sitting on the floor with legs crossed, kneeling, etc.).
- Try alternative seating if necessary (cushions, boosters, ball seats, etc.).
Spacing and Alignment Adaptations: Poor spacing and/or letter alignment can decrease the legibility of handwriting
- When creating writing models, exaggerate space between words.
- Use a spacer to place after each word before beginning the next word (finger, popsicle stick, etc.).
- Use raised lined or color-coded lined paper. Set boundaries for each letter to fit in (graph paper, paper with boxes).
- Try different paper, Wider lines, darker lines, raised lines, highlight the lines.
- Use a ruler or index card to expose the line being read or written on.
Letter Formation Modifications: Incorrect letter formation (inconsistent or sloppy) results in illegible handwriting)
- Check head alignment (head centered over shoulders, slightly looking down – approximately 30 degrees).
- Check paper alignment (paper centered in work area with top of the page angled to the non-dominant side).
- Encourage student to begin all manuscript letters from the top and counterclockwise (except for the letter “e”).
- Provide alphabet model at desk.
Writing Pressure Adaptations: Writing with too much or too little pressure can result in illegible handwriting and can be a major source of frustration for the student
- Try different pencils/pencil grips.
- Try colored pencils.
- Try dry erase or marker.
- TOO LIGHT?
- Utilize a pencil grip to aid in correct finger placement.
- Use thin lined markers.
- Use weighted pencils.
- TOO HEAVY?
- Utilize pencil grip to aid in correct finger placement.
- Use mechanical pencils.
- Provide textured writing surface to increase feedback sensation to the hand.
Fatigue: Fatigue will result in discomfort for a student and may make writing legibly difficult
- Modify or shorten writing assignments.
- Provide opportunities to type assignment if necessary.
- Work for 5, 10, or 15 minute increments and then take a stretch and shake break for a minute. Try to gradually work up to 20 minute increments.
Copying From The Board: Copying from the board is difficult because you have to be able to quickly know where you are on both the board and on the paper you are copying to.
- Have a peer helper who takes good notes make a copy of his/her notes on a daily basis.
- Sit close to the board.
- Reduce the amount of copying from the board that is required.
- Provide copies of the notes that were put up on the board.
- Provide an outline of what is going on the board in order to reduce the amount of writing involved.
Information from TherapyFunZone.com 2010 Tonya Cooley, OTR/L