Effects of Task-oriented Intervention for Pre-handwriting Performance in Preschool Children
Effects of Task-oriented Intervention for Pre-handwriting Performance in Preschool Children
This study investigates the effectiveness of a task-oriented writing intervention in improving writing performance among preschool children. The intervention is designed to enhance early writing-related abilities through structured, goal-directed writing tasks that reflect functional and meaningful activities.
Eligible preschool children will participate in a series of task-oriented writing sessions delivered in a structured learning environment. Writing performance will be assessed before and after the intervention to examine changes associated with participation in the program.
Findings from this study are expected to provide evidence to support the use of task-oriented writing interventions in early childhood educational and therapeutic settings.
Inclusion Criteria: Preschool children diagnosed with sensory integration dysfunction.
Exclusion Criteria:Children who are unable to follow simple instructions required for participation in the intervention.