Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

• Published in: Malaysian Journal of Medicine and Health Sciences
• Main Author: Zain N.A.Z.M.; Hamdan N.A.; Razak N.I.A.; Hamidhan H.M.; Alsabbah S.A.M.; Daud A.Z.C.
• Format: Review
• Language: English
• Published: Universiti Putra Malaysia Press 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142053580&doi=10.47836%2fmjmhs18.s15.51&partnerID=40&md5=4f1c286f9d1cbaf20c06c4a3eb4ea43f

This scoping mapped the evidence regarding pre-writing interventions for developmental disabilities and typically developing children. This review followed the PRISMA-Scoping Review guidelines. Evidence between January 2011 and July 2021 was retrieved from four databases: EBSCO, ScienceDirect, Scopus, and Web of Science. Selected articles were evaluated for quality using the Crowe Critical Appraisal Tool (CCAT). Ten articles were included in the study, with CCAT scores ranging between 68% and 85%. Findings were arranged in five themes: (1) pre-writing interventions, (2) pre-requisite handwriting skills, (3) protocol and interventions, (4) intervention pioneer, and (5) conveyance of interventions. Generally, pre-writing interventions were aligned with the pre-requisite skills of handwriting. Digitized-based interventions were commonly utilized and expanded in developing pre-writing skills. Acquiring effective pre-writing interventions for both populations will refine the handwriting performance. Further exploration of the integration of pre-writing skills with digitized-based intervention is required to evaluate the effectiveness of the intervention. © 2022 UPM Press. All rights reserved.