Effects of Self-Instruction and Self-Correction Procedures on Handwriting Performance

Abstract

A reversal design with multiple-baseline features was used to assess the efficacy of self-instructions, self-correction, and a combination of the two on an LD boy's handwriting performance. The boy's presenting problem was very poor handwriting skills. Results indicated that a set of self-instructions designed to provide the student with a strategy for writing appropriately was highly effective, as was a self-correction condition and a condition combining the two treatments. A “booster” was employed to maintain treatment effects.