Application of self-instruction in modifying the handwriting of students with specific learning disorder

The current investigation describes the application of self-instruction method and its effectiveness on improving the handwriting of students with specific learning disabilities in elementary school. To do so, three individuals with dysgraphia from a school in Marivan City were selected (two male, and one female). These students referred to Learning Disabilities Center. These students were tested by handwriting problems Test developed by the investigators and useful diagnosing handwriting problems. Design of the study was Multiple baseline cross behaviors, one of the strongest experimental designs in single subject studies. Wechsler Intelligence Scale for Children-Revised (WISC-R) was used to ascertain their Level of intellectual functioning. To analyze the data, scale analysis and size index were used. Intervention consisted of ten 50-minute sessions in which application of self-instruction method was used. Results showed that application of self-instruction method was effective in modifying their handwriting Problems. Teachers can use this method in school setting to enhance handwriting of students with specific learning disabilities.