ABSTRACT

Objective: The purpose of this study was to identify the characteristics of a single-subject research study in which handwriting intervention was conducted for domestic children and adolescents, as well as the PND of the intervention and qualitative levels. Methods: Using the e-article database, the Korean Studies Information Service system (KISS), and Research Information sharing Service (RISS), among the papers published over the past 20 years from 2001 to 2020, “writing, children, adolescents, and single-subject study” were searched as the main keywords. We investigated a total of seven papers to determine the features, qualitative levels, and effect sizes of the papers being analyzed. Results: The subjects of this study were mostly children with learning disabilities and attention deficit hyperactivity disorder. As for the study design, the ABA design had 4 parts, the multiple baseline design had 2, and the ABC design had 1. The independent variables were an assistive technology approach (2), sensory integration approach (2), task-oriented intervention, self-teaching strategy, and CO-OP. As dependent variables, the clarity was 5, the writing speed was 4, the handwriting was 2, and the spelling was 1. The qualitative level of the study to be analyzed was 85.7% for the medium level, 14.3% for the high level, and none for low level studies. Analyzing the effect size, we found that handwriting intervention was extremely effective at 54.2%. In maintenance after intervention, 82.4% was considered very effective. Conclusion: Through this study, it was confirmed that occupational therapy is actively applied as an intervention for writing in children and adolescents in Korea, and single-subject studies that involved writing intervention were effective and their qualitative levels were considered reliable.