Below are two research projects completed on The TV Teacher handwriting program. Please note we have studies that have been performed on a “typical” population of students as well as a population with developmental challenges or diagnosis:
1) Texas Women's University conducted their project in a Montessori preschool setting. The data showed that children were asking to use The TV Teacher program video more often that of the control group's program. They also showed that The TV Teacher program showed significant improvement in letter formation and legibility over the controlled group. Click here for more information on the TWU published research.
2) Bloomsburg University completed a research project which included four inclusion kindergarten classrooms. At this time, those findings have not been made available, however; in their pilot study, The TV Teacher handwriting program showed significant improvement in handwriting for those students that were identified as "special needs", "at risk”, and those with below average IQ.
If you are a therapist or educator and are interested in conducting a research project using our programs, please read the proposal below, and contact us if you are interested: email@example.com
The TV Teacher’s handwriting program is based on a video modeling approach.
Research supporting video modeling:
• Bellini, S. & Akullian J.(2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders. Council for Exceptional Children, 73, 264-287
• Bidwell, M & Rehfeldt, R. (2004) Using Video Modeling to Teach a Domestic Skill with an Embedded Social Skill to Adults with Severe Mental Retardation. Behavioral Interventions, 19, 263-274.
• Cardon, T.A. & Wilcox, M,J. (2010). Promoting Imitation in Young children with Autism: A comparison of Reciprocal Imitation Training and Video Modeling. Journal of Autism Developmental Disorder (online publication)
• Charlop-Christy, M., Le, L., & Freeman, K., (2000). A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism. Journal of Autism and Developmental Disorders, 30, 537-552.
• Corbett, B.A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4, 88-96.
• Corbett, B., & Abdullah, M., (2005). Video modeling: Why does it work for children with Autism? Journal of Early and Intensive Behavioral Intervention, 2, 2-8.
• Creer, T.L., & Miklich, D.R. (1970). The application of self-modeling procedure to modify inappropriate behavior: a preliminary report. Behavior Research and Therapy, 8, 91-91.
• Dowrick, P.W. & Dove, C. (1980)The use of self modeling to improve the swimming performance of spina bifida children. Journal of Applied Behavioral Analysis, 13, 51-56.
• Dorwick, P.W. (1991). A Practical Guide to using Video in the Behavioral Sciences. New York: Wiley.
• Dorwick, P.W. & Raeburn, J.M. (1995). Self-modeling: Rapid skill training for children with physical disabilities. Journal of Developmental and Physical Disabilities, 7, 25-37.
• Dupere, S., MacDonald, R. P. F. and Ahearn, W. H. (2013), Using video modeling with substitutable loops to teach varied play to children with autism. Jnl of Applied Behav Analysis, 46: 662–668. doi: 10.1002/jaba.68
• Kinney, E., et al. (2003). Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder. Journal of Positive Behavior Interventions, 5, 22-29
• Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of autism and developmental disorders, 45(12), 3836-3845.
• Marcus, A., & Wilder, D., (2009). A Comparison of Peer Video Modeling and Self Video Modeling to Teach Textual Responses in Children with Autism. Journal of Applied Behavior Analysis, 42, 335-341
• Meegan S,, et al.,(2006) Gross motor skill acquisition in adolescents with Down syndrome. Down Syndrome Research and Practice, 9 (3);75-80.
• Rai K., (2008) Technology to Teach Self-Help Skills to Elementary Students with Mental Disabilities. Journal of the Indian Academy of Applied Psychology, 24 (2), 2001-2014
• Santini, M.,(2007). The Impact of Video Self-Modeling vs. Video-modeling on Conversational Skills with adolescent Students with Severe Disabilities. Masters Thesis, Brigham Young University, Provo.61p.
• Sherer, M et al., (2001) Enhancing Conversation Skills in Children With Autism via Video Technology. Which Is Better, “Self” or “Other” as a Model? Behavior Modification, 25, 140-158
• Smith, J., Hand, L., & Dowrick, P. W. (2014). Video feedforward for rapid learning of a picture-based communication system. Journal of autism and developmental disorders, 44(4), 926-936.
• Spriggs, A. D., Knight, V., & Sherrow, L. (2015). Talking picture schedules: Embedding video models into visual activity schedules to increase independence for students with ASD. Journal of autism and developmental disorders, 45(12), 3846-3861.
• Van Laarhoven T, et al., (2007) The Effectiveness of Using a Pocket PC as a Video Modeling and Feedback Device for Individuals with Developmental Disabilities in Vocational Settings Assistive Technology Outcomes and Benefits, 4, 28-45.
• Wilson, K. P. (2013). Teaching social-communication skills to preschoolers with autism: efficacy of video versus in vivo modeling in the classroom. Journal of autism and developmental disorders, 43(8), 1819-1831.
References on Handwriting
Case-Smith J. (2002). Effectiveness of School Based Occupational Therapy Intervention on Handwriting. American Journal of Occupational Therapy, 56, 1, 17-25.
This article can be ordered at the following:
Farris, P. (1991). Views and other views: Handwriting instruction should not become extinct. Language Arts, 68, 312-314.
Graham, S., Harris, K.R., & Fink, B. (2000). Extra Handwriting instruction: Prevent writing difficulties from the start. Teaching Exceptional Children, 33, 88-32.
Tseng, M.H. (1998). Development of pencil grip position in preschool children. Occupational Therapy Journal of Research, 19, 207-224.