A Frame of Reference for the Development of Handwriting Skills

What FOR is Designed for elementary school students who have difficulties transcribing their written assignments onto paper to communicate their ideas to others, including teachers, parents, and peers.

A Frame of Reference for the Development of Handwriting Skills

Proponent of A Frame of Reference for the Development of Handwriting Skills

Karen Roston

What theory are both a neurobiological and acquisition theory, based on the progression of streams of development that promote changes in a child.

Theory of Multiple Intelligences

Proponent for Theory of Multiple Intelligences

Howard Gardner

- The ability to understand spoken and written language, including syntax and pragmatics, as well as having the skill to learn the meanings of words and to use language(s) to communicate, write, and remember information.

Linguistic Intelligence

The ability to analyze problems and mathematical operations, do research, detect patterns, use

Logical-mathematical Intelligence

- Skill in the performance, composition, and appreciation of musical patterns, as well as the ability to recognize pitches, tones, and rhythms.

Musical Intelligence

The capability to use one’s body or parts of the body to coordinate movement, solve problems, and make things.

Bodily Kinesthetic Intelligence

The ability to solve problems by distinguishing the patterns of both large and small spaces.

Spatial Intelligence

The ability to understand the intentions, wishes, and aspirations of other people; to be able to work well with a group.

Interpersonal Intelligence

Self-understanding; the ability to recognize one’s own feelings, fears, motivations, and so on, and to use this information to manage one’s life.

Intrapersonal Intelligence

What theory when learning a new motor skill, a person forms an internalized, general ‘‘rule’’ about how to correctly perform it. The abstraction, or idea, of the results of the practice is the schema.

Theory of Discrete Motor Skill Learning

Proponent for Theory of Discrete Motor Skill Learning

richard A. Schimdt

responsible for providing the rules for a specific action in a specific sequence and situation (i.e., throwing a small or big ball outdoors, indoors, etc.)

Motor Response Schema

adds the characteristics of specific response instructions to the motor program and initiates the execution of a motor goal (the action plan)

Recall Schema

in learning a motor skill, which consist of body and limb positions, the environment, and sensory input prior to the response

Initial Conditions

Specific requirements of the actions to be performed, such as direction, speed, force, height, and soon.

Response specifications

Received from the sensory systems during and after the movement, providing actual feedback from the senses.

Sensory Consequences of Skill Performance

Information about the comparison of the actual outcome (KR) with the intended outcome

Response Outcome

what theory proposes that practice is the single most important factor when it comes to learning a new skill

Theory of Optimal Challenge Point

Who proposes the Theory of Optimal Challenge Point

Mark A. Guadagnoli and Timothy D. Lee

when one discrete motor skill is being repeatedly practiced before moving on to another discrete motor skill.

Blocked Practice

occurs when there is no specific order to the practice and/or when several discrete motor skills are practiced at the same time

Random practice

the point where the most learning takes place or the point where the best possible amount of information is available to be interpreted by the learner

Optimal Challenge Point

- Defined as the characteristics of a task, the ‘‘constant amount of task difficulty, regardless of who is performing the task and under what conditions it is being performed’.

Normal Task Difficulty

Defined as ‘‘how challenging the task is relative to the skill level of the individual performing the task and to the (practice) conditions under which it is being performed’’

Functional Task Difficulty