PRACTICAL STRATEGIES FOR
IMPROVING THE EFFECTIVENESS,
EFFICIENCY AND IMPACT OF YOUR
SCHOOL-BASED OCCUPATIONAL
THERAPY SERVICES
By: Beverly H. Moskowitz, COT MS OTR/L
HANDWRITING

Realistic Handwriting Expectations

Pre-Writing Exercises – i.e. putty, in-hand manipulation exercises

Instruction – Size Matters Handwriting Program: Key concepts, Letter Size Rules

Intervention – Collaboration (Push-In), Direct Service (Pull-Out),


For Non-Printers: Alternative Fonts, Alternative Journal Entries, Alternatives for Writing Altogether
Accommodations and Adaptations

Adapted Paper

Blotters

Slant Boards (Ideal writing and copying position)

Computer Access
POSSIBLE
PROBLEMS AND SOLUTIONS

Environment

Positioning/Motor Skills – Child Issues/Options
Teacher Options
Furniture Options

Handwriting – Child Issues/Options
Teacher Options

Teacher Variables and Environmental Variables

Drawing, Cutting, Coloring

Copying and Reading
(See pages 11 through 14 in Resource Handbook)
GET READY ACTIVITIES

Heavy Work

Fine Motor activities to develop hand muscles

Gross Motor activities to develop posture and stability

Tracking and Perceptual activities

Putty Exercises


Hotdog, Hamburger, Birthday Roll, Hide & Seek, Dot Writing, Stencils, Peas,
Twist, Pull, Crush
In-Hand Manipulation Exercises

Pencil Batons, Dice, Counters, Finger Touches, Thumbs Up, Paper Crumbling,
Finger Walking, Silly Magic Tricks, Putty, Tweezers
(see pages 17 through 20 in Resource Book)
SIZE MATTERS
HANDWRITING PROGRAM

Focus on letter size, then form follows

Adaptable to: practice setting, school district, teaching style, grade, and time

The Dice Game (earn stars), Alphatrangles, Adapted Paper & Key Concepts can be
paired with any lesson
SIZE MATTERS
HANDWRITING PROGRAM
8 Key Concepts:
1.
Writing Line Names
2.
Letter Line Names
3.
Starting Points
4.
Touch Points
5.
Letter Sizes
6.
Super C
7.
Stars & Dice Game
8.
Spaghetti & Meatballs
SIZE MATTERS
HANDWRITING PROGRAM
8 Key Concepts: (pages 21-24 and PPT’s pages 108-111 in Resource Book)
1.
2.
Writing Line Names

Top = Line 1

Middle = Line 2

Bottom = Line 3
Letter Line Names:

Standing Tall, Laying Down, Leaning Left, Leaning Right, etc. (not shared, but like
happy/sad, around the clock ??)
SIZE MATTERS
HANDWRITING PROGRAM
8 Key Concepts: (page 21 through 24 of Resource Book)
3.
Starting Points for each letter
4.
Touch Points for each letter
5.
Letter Sizes with rules

Size 1: All Upper Case, Lower Case – b, d, f, h, k, l, t

Size 2: Lower Case – a, c, e, I, m, n, o, r, s, u, v, w, x, z

Size 3: Lower Case – g, j, p, q, y (belly rests on line)
SIZE MATTERS
HANDWRITING PROGRAM
8 Key Concepts: : (pages 21-24 and PPT’s pages 108-111 in Resource Book)
6.
Super C – like a super hero who looks for rules
7.
Stars & The Dice Game – Looking for “Star-Worthy” letters based on size/touch point
8.
Spaghetti & Meatballs – Spacing

Spaghetti Spaces are INSIDE spaces - Only 1 strand of spaghetti should be present
in between letters in a word

Meatball Spaces are OUTSIDE spaces - One big, fat, juicy meatball should be
between words
REVERSAL TRICK
•
“b”oys and “p”eople
need to look forward when they run so they can
cross the finish line
__b___p______
* Have students draw facial features (nose, eye, half mouth) on circles of letters
SIZE MATTERS
INTERVENTION OPTIONS:
Collaboration: (Push-In)
Consultation – providing handwriting concepts/lingo, provide visual cues, provide
visual aides, issue Alphatrangles, introduce Dice Game, provide a
variety of adapted paper, recreate worksheets, etc.
Co-Teaching – explore possibility of leading a weekly handwriting lesson over 8-10
week period
Direct Service: (Pull-Out)
Handwriting Club – individuals OR group students by ability/grade
*See pages 26-27 in Resource Handbook
FOR NON-WRITERS
Computer Based Activities –
Alternative Fonts for typing/writing
Pictures from Clip Art or Boardmaker
Low Tech Options:
Scribing, copies of peer’s notes, copies of teacher’s lesson, oral responses, multiple
choice or word banks for tests
Assistive Technology:
Writing software (Co-Writer, Draft Builder, Write Out Loud, Read Out Loud), Fusion,
Functionality options (stickey Keys, slower mouse, touch screens, adjust
workstations), equipment changes (trackball mouse, one-handed keyboard, etc.)
*See pages 29-35 in Resource Handbook
ACCOMODATIONS AND/OR
ADAPTATIONS
Printing Reference Tools
Add starting points to alphabet strips on desks or chalk/white boards
Add a “Go Line” – green tape on left side of the desk
Writing Surfaces and Supplies
Blotters – single sheet of construction paper laid under writing paper
Mechanical Pencils
Lined Labels
Classroom or desk-top posters (visuals)
Thingies
*See PPT handouts on pages 112-113 in Resource Handbook
ACCOMODATIONS AND/OR
ADAPTATIONS
Writing Paper

Adaptive Writing Journals

Adapt tests and worksheets

Provide masters of adaptive paper for overhead projectors or smart boards
For beginner writers:

Use the computer to create a shape

Select line colors

Change line thickness

Create patterned lines or fill lines
COPYING
Progression:

Direct line copy – directly underneath or side by side, on same paper

Near point - on same paper

Midpoint – 3-5 inches away, using same type paper

Midpoint – 5-8 inches away, using different type paper

Far point – 8-12 inches or more away
COPYING
Strategies:

Face desk forward

Fold paper – using “Trifold Stand” instructions on page 92 of Resource
Handbook

Use a bookstand or book holder

Let student use chalk or marker edge

Use books, tissue box, jacket, notebook

Use Page Ups (small desktop holder)

Teach “chunking”

Teach finger points
CUTTING
Create a plan – Before giving a child the scissor, ask “What’s your plan?”
Use Lead In and Lead-Off lines: Lead-In lines are drawn from the edge of the paper to
the stimulus line intended for cutting. Demonstrate how your pencil mark then continues
through the middle of the stimulus line. When you reach the end of the line, ask the child
what you should do next. The correct answer is to Keep on Going!
Teach Push and Pull techniques: (Activity to teach push/pull concepts on page 53)

PUSH the scissors into the paper

PULL the paper into the scissors
*See pages 52-55 and PPT handouts on pages 103-105 in Resource Handbook
ATTENTION, ORGANIZATION &
SELF-REGULATION
Participation-based assessment

Possible Issues and Possible Solutions
Sensory Diet Exercises
Alert Curriculums

How Does Your Engine Run

Zones of Regulation
Accommodations & Adaptations
*See pages 56-83 in Resource Handbook
HOW TO MAKE:
1.
Clay Board (increase proprioceptive input – strengthen motor memory
2.
Slant Board
3.
Pencil Thingie
4.
Trifold Stand
5.
Letter Size Blocks
6.
Custom Worksheets
7.
Board Games
8.
Book Stand
9.
Labyinths (page 120 – PPT handouts in Resource Book)
*See pages 89-96 in Resource Handbook
http://tinyurl.com/q3rlrpr
PARTICIPATION AND
FUNCTIONAL APPROACHES:
 Functional
 Use
performance/therapy: Talk, instruct, explain
what’s in the classroom
 Back
up until you find a place that the student is successful
 When
the student isn’t looking at their work – hover over and
around them until they have nowhere else to look
SCHEDULING
SOLUTIONS
Group Children – 1-4 students
Visit during problem times
Integrate into classrooms
Divide your time throughout the week
(i.e. 15, 10, 5 verses 30)
Use “Push-In” verses “Pull-out”
BEVERLY’S DO’S AND DON’TS
DO:

Be Creative

Ask Teachers what times work best for you to join the class

Offer to lead handwriting instruction times

Leave open blocks of time for consultation, collaboration, preparation and
paperwork

Visit children during problem times: Gym, Art, Assembly

Group children (1-4)

Integrate into the classrooms early in the year and often
BEVERLY’S DO’S AND DON’TS
DON’T:

Get stuck in a set daily schedule for the whole year

Set up a private practice

Hesitate to regroup children, if appropriate

Start with individual therapy. Try working in classroom first to learn about the
student in his social/academic environment and teacher skills, limitations,
and flexibility

Block one 30 minute time unit per student. Instead divide your time
throughout the week (i.e. 15/10/5)
GETTING INVOLVED
Share your knowledge:
Team with teachers
Inform Administrators
Educate Aides and Assistants