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Development, reliability, and validity of the Handwriting Proficiency Screening Questionnaire (HPSQ)
1Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 31905, Israel. rosens@research.haifa.ac.il
Summary
This study developed the Handwriting Proficiency Screening Questionnaire (HPSQ) to identify handwriting difficulties in school-aged children. The HPSQ demonstrates strong reliability and validity for clinical and academic use.
Area of Science:
- Occupational therapy
- Pediatric assessment
- Educational psychology
Background:
- Handwriting difficulties are common in school-aged children, impacting academic performance.
- Accurate screening tools are essential for early intervention by occupational therapists.
- Existing tools may lack comprehensive validation for diverse populations.
Purpose of the Study:
- To develop and validate the Handwriting Proficiency Screening Questionnaire (HPSQ).
- To establish the reliability and validity of the HPSQ for identifying handwriting difficulties.
- To provide occupational therapists with a dependable screening tool for school-aged children.
Main Methods:
- Content validity was established for the HPSQ.
- Internal consistency, interrater, test-retest, concurrent, and construct validity were assessed.
- The study included 230 typically developing children aged 7–14 years.
Main Results:
- The HPSQ showed excellent internal consistency (alpha = .90).
- High test-retest reliability (ICC = .84) and interrater reliability (ICC = .92) were found.
- Construct and concurrent validity were confirmed, supporting the HPSQ's accuracy.
Conclusions:
- The Handwriting Proficiency Screening Questionnaire (HPSQ) is a reliable and valid tool for occupational therapists.
- The HPSQ is suitable for identifying handwriting deficiencies in school-aged children across academic and clinical settings.
- Further research with larger, diverse samples is recommended to enhance the HPSQ's evidence base.
