This study explored how using drill cards can help improve the handwriting of students with Autism Spectrum Disorder (ASD). Many children with ASD face challenges in writing due to issues with motor skills, focus, and sensory processing. Drill cards—simple, structured tools with guided handwriting activities—were used to support their writing development. The study compared two groups of students: one used drill cards and the other did not. Results showed that while all students had difficulty with handwriting at the beginning, those who used drill cards showed more improvement in letter sizing, formation, and legibility. Although the improvement wasn’t statistically significant, the findings suggest that drill cards offer a promising, accessible, and easy-to-use strategy to support writing skills in students with ASD. The study highlights the importance of structured practice and recommends further research on combining drill cards with other supportive techniques.
| [1] | Myhill, D. (2018). Grammar as a meaning-making resource for im-proving writing. L1–Educational Studies in Language and Literature, 18, 1-22.View Article |
| [2] | Park, S. (2022). Multisensory Alphabet Instruction for Young Children (Doctoral dissertation, The Ohio State University). |
| [3] | Gargot, T., Asselborn, T., Pellerin, H., Zammouri, I., M. Anzalone, S., Casteran, L., ... & Jolly, C. (2020). Acquisition of handwriting in children with and without dysgraphia: A computational approach. PLoS One, 15(9), e0237575.View Article PubMed |
| [4] | Skar, G. B., Lei, P. W., Graham, S., Aasen, A. J., Johansen, M. B., & Kvistad, A. H. (2022). Handwriting fluency and the quality of primary grade students’ writing. Reading and Writing, 1-30.View Article |
| [5] | Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading research quarterly, 55, S35-S44.View Article |
| [6] | Khoury-Metanis, A., & Khateb, A. (2022). Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge. Reading and Writing, 35(7), 1525-1547.View Article |
| [7] | Janokar, S., Ratnaparkhi, S., Rathi, M., & Rathod, A. (2023). Text-to-Speech and Speech-to-Text Converter—Voice Assistant. In Inventive Systems and Control: Proceedings of ICISC 2023 (pp. 653-664). Singapore: Springer Nature Singapore.View Article |
| [8] | Bennett, J., & McKain, D. (2018). The iPad: a mobile learning device and innovative note-taking tool. In Handbook of research on mobile devices and smart gadgets in K-12 education (pp. 194-224). IGI Global.View Article |
| [9] | Topuzkanamış, E. (2019). Investigation of Reading and Writing Strategies Used by Future Teachers: Do Good Readers Write Well?. Advances in Language and Literary Studies, 10(3), 89-100.View Article |
| [10] | Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational pediatrics, 9(Suppl 1), S46.View Article PubMed |
| [11] | de Royston, M. M., Lee, C., Nasir, N. I. S., & Pea, R. (2020). Rethinking schools, rethinking learning. Phi Delta Kappan, 102(3), 8-13.View Article |
| [12] | Bhat, A. N. (2021). Motor impairment increases in children with autism spectrum disorder as a function of social communication, cognitive and functional impairment, repetitive behavior severity, and comorbid diagnoses: A SPARK study report. Autism research, 14(1), 202-219.View Article PubMed |
| [13] | Zajic, M. C., & Wilson, S. E. (2020). Writing research involving children with autism spectrum disorder without a co-occurring intellectual disability: A systematic review using a language domains and mediational systems framework. Research in Autism Spectrum Disorders, 70, 101471.View Article |
| [14] | Sam, A. M., Cox, A. W., Savage, M. N., Waters, V., & Odom, S. L. (2020). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of autism and developmental disorders, 50, 1931-1940.View Article PubMed |
| [15] | Chandler, M. C., Gerde, H. K., Bowles, R. P., McRoy, K. Z., Pontifex, M. B., & Bingham, G. E. (2021). Self-regulation moderates the relationship between fine motor skills and writing in early childhood. Early Childhood Research Quarterly, 57, 239-250.View Article |
| [16] | Cai, S., Zhu, G., Wu, Y. T., Liu, E., & Hu, X. (2018). A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism. Interactive Learning Environments, 26(8), 1039-1052.View Article |
| [17] | Kojovic, N., Ben Hadid, L., Franchini, M., & Schaer, M. (2019). Sensory processing issues and their association with social difficulties in children with autism spectrum disorders. Journal of clinical medicine, 8(10), 1508.View Article PubMed |
| [18] | Golshan, F., Soltani, A., & Afarinesh, M. R. (2019). The study of executive function domains in children with high-functioning autism. Learning and Motivation, 67, 101578.View Article |
| [19] | Collins, A., Brown, J. S., & Newman, S. E. (2018). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Knowing, learning, and instruction (pp. 453-494). Routledge.View Article |
| [20] | Panos, K. M. (2020). Effects of intervention on handwriting accuracy and speed for elementary students with autism spectrum disorder (Doctoral dissertation, The University of Iowa). |
| [21] | Cherry, K. (2019). What is operant conditioning and how does it work. How reinforcement and punishment modify behavior. Verywell Mind. |
| [22] | Ibrahim, I. (2020). Specific learning disorder in children with autism spectrum disorder: Current issues and future implications. Advances in Neurodevelopmental Disorders, 4, 103-112.View Article |
| [23] | Oliver-Kerrigan, K. A., Christy, D., & Stahmer, A. C. (2021). Practices and experiences of general education teachers educating students with autism. Education and training in autism and developmental disabilities, 56(2), 158-172. |
| [24] | Seo, S. M. (2018). The effect of fine motor skills on handwriting legibility in preschool age children. Journal of physical therapy science, 30(2), 324-327.View Article PubMed |
| [25] | Grimm, P. A. (2020). Teacher perceptions on flexible seating in the classroom: Effects on student engagement and student achievement (Doctoral dissertation, William Woods University). |
| [26] | Van den Bergh, B. R., van den Heuvel, M. I., Lahti, M., Braeken, M., de Rooij, S. R., Entringer, S., & Schwab, M. (2020). Prenatal developmental origins of behavior and mental health: The influence of maternal stress in pregnancy. Neuroscience & Biobehavioral Reviews, 117, 26-64.View Article PubMed |
| [27] | Buckle, F. (2019). Effectiveness of additional computer-based intervention for the remediation of visual perceptual skills in 7-9 year old learners diagnosed with attention deficit heperactivity disorder (Doctoral dissertation). |
| [28] | Lupyan, G., Rahman, R. A., Boroditsky, L., & Clark, A. (2020). Effects of language on visual perception. Trends in cognitive sciences, 24(11), 930-944.View Article PubMed |
| [29] | McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142-151.View Article |
| [30] | Graham, Hebert, M., Bohaty, J. J., Nelson, J. R., & Roehling, J. V., 2018). Writing informational text using provided information and text structures: An intervention for upper elementary struggling writers. Reading and Writing, 31, 2165-2190.View Article |
| [31] | Jordán, O. R. C., & Infantes-Paniagua, Á. (2021). Fine Motor Skills and Academic Achievement: Special Consideration to Graphomotor Skills. In Physical Education Initiatives for Early Childhood Learners (pp. 55-69). IGI Global.View Article |
| [32] | Talkar, T., Williamson, J. R., Hannon, D. J., Rao, H. M., Yuditskaya, S., Claypool, K. T., & Quatieri, T. F. (2020). Assessment of speech and fine motor coordination in children with autism spectrum disorder. IEEE Access, 8, 127535-127545.View Article PubMed |
| [33] | Zajic, M. C., Solari, E.J., McIntyre, N.S., Lerro, L., Novotny, S., Oswald, T., & Mundy, P. (2018). Attention and written expression in school-age, high-functioning children with autism spectrum disorders. Autism: The International Journal of Research and Practice, 22(3), 245–258.View Article PubMed |
| [34] | Hilvert, E., Davidson, D., & Gámez, P. B. (2020). Assessment of personal narrative writing in children with and without autism spectrum disorder. Research in Autism Spectrum Disorders, 69, 101453.View Article PubMed |
| [35] | Zajic, M. C., Solari, E., J, McIntyre, N. S., Lerro, L., & Mundy, P. (2020). Overt planning behaviors during writing in school-age children with autism spectrum disorder and attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 100, 103631.View Article PubMed |
| [36] | Finnegan, E., & Accardo, A. L. (2018). Written expression in individuals with autism spectrum disorder: A meta-analysis. Journal of autism and developmental disorders, 48, 868-882.View Article PubMed |
| [37] | Martin, F., Clyne, W., Pearce, G., & Turner, A. (2019). Self-management support intervention for parents of children with developmental disorders: The role of gratitude and hope. Journal of Child and Family Studies, 28, 980-992.View Article |
| [38] | Ozdowska, A., Wyeth, P., Carrington, S., & Ashburner, J. (2021). Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. British Journal of Educational Technology, 52(2), 934-959.View Article |
| [39] | Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism, 24(2), 447-469.View Article PubMed |
| [40] | Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. Guilford Publications. |
| [41] | Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). Aanalysis of verbal and non-verbal communication in autistic children. Journal of Research on Language Education, 2(1), 53-56.View Article |
| [42] | Kasari, C., Sturm, A., & Shih, W. (2018). SMARTer approach to personalizing intervention for children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 61(11), 2629-2640.View Article PubMed |
| [43] | Husnah, R. (2022). Teaching Descriptive Writing Skill by Using Flash Card Media at the Seventh Grade of MTs Miftahul Ulum Rambipuji (Doctoral dissertation, UIN KIAI ACHAD SIDDIQ JEMBER). |
| [44] | Baker, A. T., & Cuevas, J. (2018). The importance of automaticity development in mathematics. Georgia Educational Researcher, 14(2), 11-23.View Article |
| [45] | Mason, J. (2016). Handwriting fluency and legibility. Intervention Programme for Schools. https://www.swft.nhs.uk/application/files/2914/6158/0965/6_handwriting_fluency_and_legibility.pd |
