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<p>Handwriting is a foundational literacy skill that supports early reading and writing development. Students require explicit and systematic instruction in handwriting, especially students identified with intellectual and developmental disabilities (IDD). The present study examined the effectiveness of a structured handwriting instructional tool called the Literacy Letter Identification and Formation for Transcription and Early Reading (LIFTER). Using a repeated acquisition design (RAD), three elementary-aged students identified with IDD received instruction across multiple sets of lowercase letter formations. Handwriting performance was assessed during baseline and intervention phases, and a pre- and post- full alphabet assessment. Visual analysis and nonoverlap indices indicated improvements in handwriting performance for two participants with evidence of maintenance in the full alphabet assessments. Results suggest that the Literacy LIFTER may support early handwriting development for some students identified with IDD. Findings highlight the need for continued research examining instructional intensity to better support students with greater handwriting support needs.</p>

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Effectiveness of Systematic Handwriting Intervention with Students with Intellectual or Developmental Disabilities: A Repeated Acquisition Design

  • 期刊论文

  • 发表日期：

    2026年6月30日

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  • Gabriella Arfaras-Andrews,
  • Zoe J. Dean,
  • Lisa E. Morin,
  • Deana West,
  • Matthew K. Burns

摘要

Handwriting is a foundational literacy skill that supports early reading and writing development. Students require explicit and systematic instruction in handwriting, especially students identified with intellectual and developmental disabilities (IDD). The present study examined the effectiveness of a structured handwriting instructional tool called the Literacy Letter Identification and Formation for Transcription and Early Reading (LIFTER). Using a repeated acquisition design (RAD), three elementary-aged students identified with IDD received instruction across multiple sets of lowercase letter formations. Handwriting performance was assessed during baseline and intervention phases, and a pre- and post- full alphabet assessment. Visual analysis and nonoverlap indices indicated improvements in handwriting performance for two participants with evidence of maintenance in the full alphabet assessments. Results suggest that the Literacy LIFTER may support early handwriting development for some students identified with IDD. Findings highlight the need for continued research examining instructional intensity to better support students with greater handwriting support needs.