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Using self-evaluation to improve difficult-to-read handwriting of secondary students |
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| Authors: | William J. Sweeney Ph.D. Erin Salva M.A. John O. Cooper Ed.D. Carolyn Talbert-Johnson Ph.D. |
| Affiliation: | (1) Special Education Department, Gonzaga University, Spokane, Washington;(2) Department of Educational Services and Research, The Ohio State University, Columbus, Ohio;(3) Department of Educational Services and Research, The Ohio State University, Columbus, Ohio;(4) Department of Special Education, The University of Dayton, Dayton, Ohio;(5) Department of Educational Services and Research, The Ohio State University, 356 Arps Hall, 43210 Columbus, OH |
| Abstract: | We used delayed multiple-baseline and multiple-probe techniques to assess the effects of self-evaluation training on the legibility of cursive handwriting. Five secondary special education students with difficult-to-read handwriting served as participants. All participants improved the legibility of their handwriting during self-evaluation training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the self-evaluation training. |
| Keywords: | cursive handwriting modeling self-evaluation training self-evaluation self-assessment |
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