Examining Concurrent Validity of the Print Tool as Compared to the Test of Handwriting-Skills Revised

Abstract

Handwriting assessments offer practitioners an objective measure to determine handwriting deficits, track student's progress, and provide evidence for the use of occupational therapy intervention. However, research has revealed that results of these formal handwriting assessments do not necessarily align with teacher perception of student performance. The Print Tool may serve to bridge this gap between occupational therapy practitioner and teacher. The purpose of this study was to determine the concurrent validity of the Print Tool with the Test of Handwriting Skills-Revised (THS-R). An additional purpose was to examine the alignment of teacher perception of handwriting with components assessed by the Print Tool. The two handwriting assessments were administered to a sample of 46 first and second grade students. Classroom teachers (n=4) of these students rated each students' overall handwriting performance as well as potential areas of concern that are addressed by the Print Tool. The correlation was found to be strong (r=.606) between Print Tool overall scores and THS-R standard scores, suggesting good concurrent validity between the two assessments. Students' median Print Tool overall scores gradually increased with each successive rating classification, supporting Print Tool overall scores aligning with teacher perception of overall handwriting performance. This study provides preliminary evidence for the use of the Print Tool by occupational therapy practitioners to identify potential handwriting deficits that also align with teacher perception of performance.