IntroductionEarly evaluation of writing readiness is essential to predict and prevent handwriting difficulties and its negative influences on school occupations. An occupation-based measurement for kindergarten children has been previously developed: Writing Readiness Inventory Tool In Context (WRITIC). In addition, to assess fine motor coordination two tests are frequently used in children with handwriting difficulties: the modified Timed Test of In-Hand Manipulation (Timed TIHM) and the Nine-Hole Peg Test (9-HPT). However, no Dutch reference data are available.AimTo provide reference data for (1) WRITIC, (2) Timed-TIHM and (3) 9-HPT for handwriting readiness assessment in kindergarten children.MethodsThree hundred and seventy-four children from Dutch kindergartens in the age of 5 to 6.5 years (5.6±0.4 years, 190 boys/184 girls) participated in the study. Children were recruited at Dutch kindergartens. Full classes of the last year were tested, children were excluded if there was a medical diagnosis such as a visual, auditory, motor or intellectual impairment that hinder handwriting performance. Descriptive statistics and percentiles scores were calculated. The score of the WRITIC (possible score 0–48 points) and the performance time on the Timed-TIHM and 9-HPT are classified as percentile scores lower than the 15th percentile to distinguish low performance from adequate performance. The percentile scores can be used to identify children that are possibly at risk developing handwriting difficulties in first grade.ResultsWRITIC scores ranged from 23 to 48 (41±4.4), Timed-TIHM ranged from 17.9 to 64.5 seconds (31.4± 7.4 seconds) and 9-HPT ranged from 18.2 to 48.3 seconds (28.4± 5.4). A WRITIC score between 0–36, a performance time of more than 39.6 seconds on the Timed-TIHM and more than 33.8 seconds on the 9-HPT were classified as low performance.ConclusionThe reference data of the WRITIC allow to assess which children are possibly at risk developing handwriting difficulties.
Introduction: Writing Readiness Inventory Tool In Context (WRITIC) is an activity-based assessment tool to evaluate which kindergarten children are at risk of developing handwriting difficulties. WRITIC-assessment is valid, reliable, feasible, predictive, and norm-referenced. Broad international interest in translating WRITIC-assessment exists.Objectives: Making WRITIC available to professionals internationally to enable participation in handwriting at school. Methods: Composing translation teams with universities in different countries, back- and forth translation, cross-cultural assessment adaptation, carrying out feasibility and validation studies, starting courses for training the professionals.Results: Translation teams have been started in different countries resulting in an English, Portuguese and Slovenian translation, validation studies in Flanders, UK, Portugal and Slovenia and translation projects in Greece, Bulgaria, Germany, Austria, and Switzerland. A Figshare environment was developed to safely store, exchange the data and to support international research. An international digital platform has been constructed to sell e-manuals, share e-learning and support people worldwide.Conclusion: The translation and cross-cultural adaptation in different languages and the international digital platform made WRITIC-assessment accessible to children’s therapists around the world with the same results: enabling school participation of all children in contributing to inclusive education.
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In this Masterclass we will discuss factors to consider when critically appraising standardised assessments and outcome measures for practice and research. This includes the assessments’ purpose, content and level of measurement, the adequacy of standardisation, and evidence of validity, reliability, and clinical utility. Several websites and resources to support your critical appraisal will be shared.The Masterclass is being delivered by Professor Alison Laver-Fawcett, Professor in Occupational Therapy at York St John University and Chair of ROTOS, and Emeritus Professor Diane Cox, co-authors of the textbook Principles of Assessment and Outcome Measurement for Allied Health Professionals: Practice, Research and Development, and Dr Margo van Hartingsveldt, Associate Professor, Amsterdam University of Applied Sciences. Both Alison and Margo have experience in developing and standardising occupational therapy assessments, including the development of assessments during their PhD studies.
