International Journal of Applied Research
Vol. 1, Issue 3, Part B (2015)
Using Handwriting Without Tears® and a modified copy, cover, compare through chaining to teach name writing to a preschooler with developmental delays to write his name
Isabelle C. Klee, T. F. McLaughlin, K. M. Derby, D. K. Donica, K. P. Weber, G. Kalb
The purpose of this study was to evaluate the effectiveness of the Handwriting Without Tears® curriculum in conjunction with both forward and backward chaining on a preschool student with pervasive developmental delays across all academic areas. This student was selected from an integrated Early Childhood Education Assistance Program (ECEAP) located in the inland Northwest. The classroom was a mixture of students with special needs, students coming from families with low socioeconomic statuses, as well as English language learners, all ages three to five. The Handwriting Without Tears® program was used in conjunction with a forward and backward chaining strategy to teach the student skills to write his name. The final results suggested a general increase in handwriting skills using forward chaining, but indicated that the backwards chaining, errorless learning method was more successful in teaching letter formation for uppercase letters. The goal of the study was to have the participant learn to write his first name, which contained six letters, beginning with teaching the formation using upper-case letters only.
How to cite this article:
Isabelle C. Klee, T. F. McLaughlin, K. M. Derby, D. K. Donica, K. P. Weber, G. Kalb. Using Handwriting Without Tears® and a modified copy, cover, compare through chaining to teach name writing to a preschooler with developmental delays to write his name. Int J Appl Res 2015;1(3):59-65.