Alternatives to Handwriting From Positioning to Speech to Text Matthew Press, DAD 2, MHS, OTR/L, ATP Zuni; Itinerant AT Team)

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Course Description Participants will learn about the low, mid, and hi tech options for struggling writers. From modified paper, adapted pencils, and pencil grips to typing devices and voice recognition, see many different options and how they might be implemented in the classroom. Participants will learn about the “flow” of considering the different options and figuring out which tools might work for which students!

Learner Outcomes Participants will:  List at least 4 low tech and one mid tech option for PUSD students  Identify where to find these options on your campus  Discuss implementation strategies with a peer

What you won’t learn here  The latest greatest piece of technology  The “one thing” that can help every student

Student SETT Framework Environment Tasks Tools

Identifying a Student  Student  Environment  Tasks  Tools A Framework for Considering AT

Photo retrieved from on 08/31/15http://therapyfunzone.net/blog/ot/fine-motor-skills/handwriting/

Activity # 1, p1: Pencil Grip 1. your normal grasp. 2. hold w/tripod grasp. 3. hold w/thumb wrap. 4. hold w/five finger grasp. 5. hold with tripod grasp, but place body of pencil between index and middle fingers.

The quick brown fox jumps over the lazy dog.

Activity #1, p2 – Bilateral Coordination 1. Using five finger or thumb wrap, write a sentence (at least 5 words) with your dominant hand, but without holding the paper with your non-dominant hand. 2. Write the same sentence with assistance from non dominant hand to stabilize the paper.

Activity # 1, p3 - Positioning Move forward in your chair to the front edge, lift your feet off the ground. Take the note card in front of you, place it on your forehead. Using a pen, write your name so that a person across from you could read it.

Activity # 1 – p4: Perceptual Factors E E

Student Summary  Physical Pencil Grip Bilateral Coordination Posture  Perceptual Spatial relations Form Constancy  Cognitive Motor Planning Concept formation* Higher order thinking*

S “E” TT Environment Location in Classroom(s) Seated at a desk or table In a chair taking notes with a clipboard At the smartboard

SE “T” T Tasks  What is it we are trying to accomplish?  Break it down to its component parts.

Writing Tasks  Copy letters/words/numbers for skills practice  Copy notes from board or overhead  Copy notes from dictation  Multiple Choice  Fill in the Blank  Short Answer  Essay/Letters  Using proper alignment during math problems  Generate creative/spontaneous writing

Identifying a Student  Student Legibility, Speed, Effort  Environment Desk, Floor, SmartBoard, …  Tasks FITB, sentence, copying, essay  Tools Low Tech, Mid Tech, Software A Framework for Considering AT

SET “T” Tools A continuum of supports A Framework for Considering AT Pre-InterventionLow Tech Tools High Tech Tools

Concepts to Remember  Start Simple and Build Up  Technology is Just a Tool  Training is a Must  Use your Resources

Pre-Intervention Strategies  Desk Height Adjustments  Chair Size Adjustment  Angle of Paper Slant  Handwriting instruction Explicit instruction on grasp Explicit instruction on spacing Alternate Curriculum Honey B and C to a D

What options do I have?  Low Tech Pencil Grips, Paper Options, Rubber Stamps, Adapted Pencils, Letter/Word Tiles/Magnets, Word Banks, Color Overlays,  Mid Tech Typing Devices  Software Word Q Speak Q Internet

Low Tech Tools for Handwriting  Grips  Paper  Writing Utensils  Alternatives Pencils  Letter/Word Tiles & Magnets  Color Overlays  Foot Supports

Mid Tech Tools for Handwriting  Computer in Classroom  Alphasmart  Writer

Who is a good potential candidate?  Poor legibility, but good content  Poor writing speed Poor writing speed  Fatigues easily  Can write a story and tell you what it says, but poor readability (content not quality)  Can verbally tell you a story

Advantages to Computer Use  Improved written product Neater Legible More accurate  Improved efficiency More easily correct errors (Margalit & Roth, 1989) Less hesitant to review and change work on computer (Graham & MacArthur, 1988, Jones 1994)

Disadvantages to Computer Use  More restrictive/Not always available (Kahn & Freyd, 1990)  Unfamiliarity leads to decreased speed (Koorland, Edwards, & Doak, 1996)

AlphaSmart 3000  4 lines of text  USB transfer of information to computer  Limited amount of text/files

The Writer  Thesaurus  Word prediction  Typing tutor  Math practice problems  Writing prompts  Writing rubric prints at end of document  4 lines of print  IR transfer of info to computer  8 folders, files stored within

Software Tools for Writing  Word Q  Speak Q 

WordQ  Word Prediction You type it guesses Custom lists Phonetic Spelling

SpeakQ  Word Q + speaking to type  Words, sentences, paragraphs

Ghotit.com  Phonetic Spell check  Contextual Grammar Check  Free online use for up to 500 words  Copy and Paste into word document for printing 

When do we use these tools?  What tasks? When should we type? When should we use letter tiles?  When should it be available?  What about test taking?  Documentation

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