Emalia C. Steele, Mika S. Aoyama, Jennifer M. Neyman*, T. F. McLaughlin* – Gonzaga University, and Kim Hatch*- Spokane Public Schools
Full manuscript: www.kon.org/urc/v13/steele.html
Abstract: The purpose of the present study was to evaluate the effectiveness of a Model-Lead-Test (MLT) procedure on letter size and legibility for lowercase alphabetical letters. The participant was a 15-year-old male high school student. A multiple baseline design across three sets of letters was employed to evaluate the efficacy of the intervention. A break card procedure and hand-over-hand prompting was added five sessions after the first intervention to improve his writing. These changes produced large gains in his handwriting. When this procedure was added to the next set of letters, increases in performance took place. However, for three sessions for this set of letters, the participant was unable to improve his handwriting performance. A multiple baseline design across three sets of letters to the midline, above the midline, and below the midline was employed to evaluate the efficacy of the intervention. The participant’s ability to demonstrate appropriate size and form of lowercase alphabetical letters was found. Unfortunately, intervention on Set 3 did not occur. The procedures were easy to implement and employ in the classroom setting.
Read the full manuscript: www.kon.org/urc/v13/steele.html