Abstract
We used delayed multiple-baseline and multiple-probe techniques to assess the effects of self-evaluation training on the legibility of cursive handwriting. Five secondary special education students with difficult-to-read handwriting served as participants. All participants improved the legibility of their handwriting during self-evaluation training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the self-evaluation training.
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Sweeney, W.J., Salva, E., Cooper, J.O. et al. Using self-evaluation to improve difficult-to-read handwriting of secondary students. J Behav Educ 3, 427–443 (1993). https://doi.org/10.1007/BF00961545
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DOI: https://doi.org/10.1007/BF00961545