• PAULINE CHUNG

  Author

• T. F. MCLAUGHLIN

  Author

• JENNIFER NEYMAN

  Author

• MILENA ROBISON

  Author

The purpose of this study was to evaluate and measure the effectiveness of muscle memory techniques and fading worksheets with handwriting on two preschool students diagnosed with developmental delays in both pre-academics and communication. Two students were selected from a self-contained special education
preschool classroom in the Pacific Northwest. All the students in the classroom had special needs usually diagnosed with developmental delays but also included other health impairments, attention deficit hyperactivity disorder, and behavioral impairments age’s three to five. The muscle memory activities intervention was used to teach both students how to write their first name. Then, a fading worksheets system was implemented for both students to provide extra practice. In baseline, both students were asked to, “Write your name. Just try your best.” During baseline, both students were not able to write any letters of their name legibly. The final outcomes showed little improvement in handwriting ability. Muscle memory activities were engaging for the students but time consuming to implement, did not provide enough practice, and required an assortment of materials. Fading worksheets provided extra practice for the students but were not engaging. Suggestions for using muscle memory activities
and fading worksheets with preschool children were not made. Reasons for the differential outcomes of muscle memory activities and fading worksheets were discussed.

• Pdf