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Updated: May 31, 2026
A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
Occupational therapy practitioners' perceptions of important competencies for handwriting evaluation and intervention
Peter Giroux1, William Woodall, Mark Weber
1Department of Occupational Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS 39216-4505, USA. pgiroux@umc.edu
Objective:
The primary purpose of this study was to identify the practitioner competencies that occupational therapists perceive as important for handwriting evaluation and intervention in school-aged children. A secondary purpose was to compare the practitioner perceptions of those in school-based practice with those from other primary practice settings.
Method:
A stratified random sample of 376 occupational therapists recruited from a national professional organization database participated by completing a survey instrument containing 80 competency items.
Results:
A majority of the 80 practitioner competency items were perceived to be of high importance to the respondent groups. A significance difference in perception when comparing the school-based practitioners to all other practitioners was revealed in only 3-12 competency summary categories.
Conclusion:
Practitioner competency survey items were perceived to be of high importance to the participants. School-based practitioner perceptions of competency were, for the most part, mainly similar to those in other primary practice settings.
