Mathwin Kathryn, Chapparo Christine, Hinitt Joanne
Occupational Therapy Private Practice, Occupational Therapist, Perth, Western Australia, Australia.
Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
Br J Occup Ther. 2023 Jun;86(6):451-461. doi: 10.1177/03080226221148413. Epub 2023 Jan 19.
An occupational therapy handwriting programme integrating cognitive strategy training with alphabet-letter-writing instruction was found more effective than in-class instruction alone for early writers. This study investigated the impact of cognitive strategy training for children struggling to correctly write alphabet-letters.
Participants were ten children in the first 2 years of formal schooling identified with challenges in alphabet-letter-writing. A nonconcurrent A1BA2 single system research design was used. The A Phases represented within-class handwriting instruction only and B Phase represented additional handwriting intervention which included cognitive strategy training. The Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage 2) was the repeated outcome measure.
Results revealed all ten children demonstrated a similar pattern of change in cognitive strategy application which was concomitant with improvement and mastery in writing all 26-lowercase alphabet-letters from memory. Cognitive strategies which exhibited the greatest impact on acquiring and executing accurate alphabet-letter-writing skills were those related to planning, memory, attention and sensory perception. The least influential were those associated with generating and controlling motor actions.
This study provides beginning support for including cognitive strategies training concurrently with alphabet-letter-writing instruction to assist children struggling to write alphabet-letters.
一项职业治疗书写计划，将认知策略训练与字母书写指导相结合，对于早期书写者而言，被发现比单纯的课堂教学更有效。本研究调查了认知策略训练对难以正确书写字母的儿童的影响。
参与者是10名处于正规学校教育前两年、在字母书写方面存在困难的儿童。采用了非同期A1BA2单系统研究设计。A阶段仅代表课堂内的书写指导，B阶段代表额外的书写干预，包括认知策略训练。任务分析（第2阶段）的感知、回忆、计划和执行（PRPP）系统是重复的结果测量指标。
结果显示，所有10名儿童在认知策略应用方面都表现出相似的变化模式，这与从记忆中书写所有26个小写字母的能力的提高和掌握相伴。对获得和执行准确字母书写技能影响最大的认知策略是与计划、记忆、注意力和感官感知相关的策略。影响最小的是与产生和控制动作相关的策略。
本研究为将认知策略训练与字母书写指导同时纳入，以帮助难以书写字母的儿童提供了初步支持。
