@article{jitl2025521,
author={{Tacbas, Desiree G. and Dalonos, Sol J.},
title={Drill Cards: A Tool for Developing Handwriting Literacy of Students with Autism Spectrum Disorder},
journal={Journal of Innovations in Teaching and Learning},
volume={5},
number={2},
pages={77--97},
year={2025},
url={https://pubs.sciepub.com/jitl/5/2/1},
abstract={This study explored how using drill cards can help improve the handwriting of students with Autism Spectrum Disorder (ASD). Many children with ASD face challenges in writing due to issues with motor skills, focus, and sensory processing. Drill cards¡ªsimple, structured tools with guided handwriting activities¡ªwere used to support their writing development. The study compared two groups of students: one used drill cards and the other did not. Results showed that while all students had difficulty with handwriting at the beginning, those who used drill cards showed more improvement in letter sizing, formation, and legibility. Although the improvement wasn¡¯t statistically significant, the findings suggest that drill cards offer a promising, accessible, and easy-to-use strategy to support writing skills in students with ASD. The study highlights the importance of structured practice and recommends further research on combining drill cards with other supportive techniques."},
doi={10.12691/jitl-5-2-1}
publisher={Science and Education Publishing}
}