Keywords : Handwriting Without Tears®, Developmental Delays, Multiple Baseline Design, Preschool Child, Handwriting, Fine Motor Skills, Classroom Research, Multiple Baseline Design
Abstract
The ability to write one’s own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a five year-old how to write his first name using proper size, form, and tool. The participant was a five year-old boy enrolled in a self-contained special education preschool setting. A multiple baseline design across letters was employed. The overall success of the procedure led to the continuation of the intervention. The participant enjoyed the procedure and improved his academic skills.
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