{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,11]],"date-time":"2026-04-11T23:23:43Z","timestamp":1775949823533,"version":"3.50.1"},"reference-count":35,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2016,7,13]],"date-time":"2016-07-13T00:00:00Z","timestamp":1468368000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Aus Occup Therapy J"],"published-print":{"date-parts":[[2016,8]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>The active involvement of parents and children in goal setting and intervention is integral to contemporary occupational therapy process models. However, parental perspectives on collaborative handwriting intervention are limited. This paper presents parental perspectives on a three\u2010way collaboration involving teachers, parents and an occupational therapist in the application of Handwriting Without Tears<jats:sup>\u00ae<\/jats:sup> (<jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup>) with children with Down syndrome.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Within a larger mixed methods study, 44 parents completed purpose\u2010designed questionnaires and six parents participated in a focus group, post 8 months of programme implementation. Both methods gathered parent's perspectives on the usefulness and limitations of applying <jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup>. The focus group explored collaboration in depth. Analysis involved triangulation of data from descriptive analysis of numerical data with content analysis of open\u2010ended questions and focus group data.<\/jats:p><\/jats:sec><jats:sec><jats:title>Findings<\/jats:title><jats:p>Enablers of parent\u2013child engagement in <jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup> were identified as; the parent\u2013child\u2010friendly aspects of <jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup>, the teacher involvement ensuring continuity which eased demands on parents, the ongoing support\/guidance of the occupational therapist and the child's involvement in <jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup> group intervention. The occupational therapists' involvement was reported as essential to encouraging teacher\/parent involvement. Barriers to child\u2013parent engagement included fluctuations in child health, mood, attention span and time limitations including the child's involvement in other therapy programmes.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Parents perceived the <jats:styled-content style=\"fixed-case\">HWT<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup> and the three\u2010way collaborative approach as enabling active parent\u2013child engagement in handwriting intervention. This approach warrants further investigation. Findings have the potential to inform practice guidelines and pre\u2010 and post\u2010graduation education related to collaborative handwriting intervention with children with Down syndrome and their families.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1440-1630.12301","type":"journal-article","created":{"date-parts":[[2016,7,14]],"date-time":"2016-07-14T04:44:17Z","timestamp":1468471457000},"page":"266-276","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Parents' perspectives on a collaborative approach to the application of the Handwriting Without Tears<sup>\u00ae<\/sup> programme with children with Down syndrome"],"prefix":"10.1111","volume":"63","author":[{"given":"Sandra","family":"Patton","sequence":"first","affiliation":[{"name":"Department of Occupational Therapy Trinity College Dublin Dublin Ireland"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Eve","family":"Hutton","sequence":"additional","affiliation":[{"name":"School of Allied Health Professions Canterbury Christ Church University England UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2016,7,13]]},"reference":[{"key":"e_1_2_8_2_1","unstructured":"All Party Parliamentary Group on Down Syndrome (APPGDS). 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