Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

Area of Science:

• Pediatric occupational therapy
• Educational psychology
• Assistive technology

Background:

• Handwriting difficulties can impede academic progress in adolescents.
• Occupational therapists (OTs) assess and support students with handwriting challenges.
• Recommending typing as an alternative requires understanding decision-making factors.

Purpose of the Study:

• To explore the support OTs provide to adolescents with handwriting difficulties.
• To identify contextual factors influencing OT decisions to recommend typing.

Main Methods:

• Conducted semi-structured interviews with 13 occupational therapists.
• Utilized thematic analysis to interpret interview data.

Main Results:

• OT practice varied due to different approaches, roles, resources, and evidence.
• Key factors in recommending typing included adolescent motivation, well-being impact, and need for functional recording methods.
• Shared practice was evident, rooted in occupational therapy principles.

Conclusions:

• Addressing the knowledge-practice gap requires evidence-based guidelines and improved collaboration between OTs and school staff.
• Further research is needed on the optimal implementation of typing as a handwriting alternative.
• Understanding the unique contribution of occupational therapy is crucial for supporting students.