Document Type
Dissertation
Publication Date
4-23-2025
Abstract
Date: 04/23/2025
Student Name: Briana Pleasants
Capstone Project Title: Program to prepare teachers to promote improving fine motor and handwriting developmental delays in children with autism spectrum disorder in classrooms.
Capstone Faculty Advisor: Dr. Jessica Alden OTD R/L
Abstract:
Purpose: To develop a classroom-based training program and resources for teachers to enhance handwriting and fine motor performance in children with autism spectrum disorder (ASD) by integrating evidence-based instructional strategies into daily classroom routines.
Background and Significance: Research shows children with autism spectrum disorder (ASD) commonly experience handwriting delays and fine motor deficits, which hinder academic participation. Teachers often lack specific training to support these needs. Bridging this gap is critical to promote inclusion and improve educational outcomes.
Statement of the Problem: Children with autism spectrum disorder (ASD) exhibit fine motor and handwriting developmental delays, yet many general education teachers are insufficiently trained in strategies and tools to support these challenges, limiting student engagement and performance.
Research Design: A program development design was utilized, focusing on creating and piloting educational resources, with iterative feedback from classroom teachers to refine the interventions.
Methods: Data collection included teacher conversations, classroom observations, teacher feedback and the use of a structured observation checklist. Teachers piloted fine motor exercises and handwriting strategies, analyzed for program refinement.
Results: Teachers demonstrated increased awareness and use of fine motor strategies after program implementation. Students showed improved engagement and performance in handwriting activities. However, time constraints and resource availability remained barriers.
Discussion: Embedding fine motor and handwriting exercises into daily instruction is feasible and beneficial with structured support. Teacher collaboration, accessible resources, training and continuous feedback are essential to sustain intervention success.
Conclusion: Targeted professional development and resource provision enable teachers to better support students with autism spectrum disorder (ASD), enhancing fine motor skills and handwriting while promoting functional academic participation in inclusive classrooms.
Recommended Citation
Pleasants, Briana and Alden, Jessica, "Program to prepare teachers to promote improving fine motor and handwriting developmental delays in children with autism spectrum disorder in classrooms." (2025). Howard University, Department of Occupational Therapy Capstone and Faculty Research. 6.
https://dh.howard.edu/huotresearch/6
