Credentials Display

Denise K. Donica, DHSc, OTR/L, BCP, FAOTA; Lauren S. Turbeville, OTD, OTR/L; Taylor Whaley, OTR/L; Sarah Woodlief, OTR/L


Background: Existing evidence supports occupational therapy’s (OT) role in improving handwriting skills; however, evidence is limited regarding the delivery of virtual intervention.

Method: This pilot study reviewed the use of a virtual interprofessional writing program for five children 7 to 12 years of age that addressed both handwriting (OT) and spelling (speech-language pathology) skills. The program included eight weekly sessions using Microsoft Teams (first four sessions) and Cisco WebEx (last four sessions). A parent survey consisting of 14 questions was conducted to gauge overall satisfaction with the program as well as learn about platform preferences. In addition, the occupational therapists provided insights from using the features of the two platforms.

Results: Overall, the families were satisfied with the virtual program, the primary strengths being the engagement of their child, the materials used in the program, and skill development. The occupational therapists identified various features of the virtual platforms that impacted their use for individual and group interventions.

Conclusion: Information from this pilot study can be used to help clinicians when preparing for the virtual delivery of OT services. It also provided feedback from parents that is consistent with previous literature about strengths and weaknesses of virtual services.


The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.