Carrie Davis

1. Facilitating Success in
Handwriting Using Sensory
Motor Integration and Visual
Spatial Strategies
Carrie Davis, MS, OTR/L
Connect Experience Write (CEW)®:
Learn & Move Together to the Sights and Sounds of Writing

2. Carrie Davis, OTR/L and Michele Parkins, OTR/L
Co-Founders of Connect Experience Write (CEW)®

3. Carrie T. Davis, MS, OTR/L
 Graduated from Rutgers University with a Bachelor of
Arts in Psychology, with honors
 Received a Master of Science in Occupational
Therapy from Columbia University College of
Physicians and Surgeons
 SIPT-certified; DIR-certified; Certified in Integrated
Listening Systems and Interactive Metronome
 Has worked as an occupational therapist within both
school settings and private practice
 Co-founded Connect Experience Write with Michele
Parkins, OTR/L
 Personal connection with and understanding of
people with disabilities

4. Objectives for today
 Discuss the importance of handwriting in the 21st
century
 Review research on affect, sensation, movement,
music and visual- spatial development in relation to the
occupational of handwriting
 Provide practical ideas to incorporate affect, music,
movement and visual-spatial supports into teaching
letter formation and supporting early literacy

5. Why are we still teaching handwriting?

6. Handwriting in the 21st Century
 Function
 Connection
 Core Curriculum Standards (print through first grade)
 Learning and Memory- Research indicates that handwriting
 Helps students absorb knowledge more than audio or visual
presentations (Cahill, 2009)
 Is more effective in absorption of knowledge than typing
 Increases brain activation
 Influences reading, writing, language, and critical thinking (Longcamp et. al.
2005, James 2009)

7. Handwriting in the 21st
Century/ Evidence-based
 Research indicates handwriting can
 Increase brain activation
 Impact performance across all academic subjects
 Provide a foundation for higher-order skills
 Influence reading, writing, language, and critical thinking
(Longcamp et. al. 2005, James 2009)
 Helps students “absorb knowledge” more than audio or
visual presentations (Cahill, 2009)

8. Handwriting in the 21st Century
 Consequences of failure to develop this capacity (Case-Smith 2002)
 Increased effort to form letters impacts ability to plan,
organize and produce work to the chid’s capability
 Falling behind in school
 Negative impact on
 Well-being
 Concentration
 Motivation
 Attitude

9. Handwriting in the 21st Century,
Recommendations
 Experts recommend 15 minutes of handwriting instruction
per day
 Continuing with older students
In typical development fine motor skills needed for handwriting
continue to develop through10 years of age
Hanover Research 2012

10. Reading, Writing and the Brain
 Reading and Writing are inextricably linked. We write
something in order for ourselves or someone else to read it.
(Language by Hand / Language by Eye)
 As children learn to write letters, they start to understand
letters in the world around them.
 In order to read, we must integrate the auditory, visual and
executive functioning areas of our brains.
 Writing adds a sensory-motor component and activates
even more areas of the brain.

11. Reading Connection in the Brain
 Recruitment of “reading circuit” seen in MRI during letter
perception after writing the letters. versus typing or tracing
James, K. H., & Engelhardt (2012)
 Left fusiform gyrus
 Inferior frontal gyrus
 Posterior parietal cortex
 Brain imaging shows individuals with better handwriting had
increased overall activation in reading areas of the brain Beringer,
V.W., Richards, T.L., Stock P.S., Abbott, R.D., Trivedi, P.A., Altemeier, L.E., Hayes, J.R. (2009).

12. Reading Connection
 Spelling (Edwards, Lana; Jimenez, J.E. & Rumeau, M.A. (1989); Graham, S., Berninger, V. W., Abbott, R., Abbott, S., &
Whitaker, D. (1997). Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).
 Word recognition Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).
 Phonemic awareness (Haney, M.R., & Bissonnette, V. (2003)
 Meaning & Comprehension (Villaume, S.K. & Wilson, L.C. 1989; Richards, T. L., Berninger, V. W., Stock,
P., Altemeier, L., Trivedi, P., & Maravilla, K. (2011). Beringer, V.W., Abbott, R.D., Abbott, S. P., Graham, S., & Richards, T. (2002).

13. Reading Connection
 Language (Brenneman, K., Massey, C., Machado, S.F., & Gelman, R. 1996; Haney, M.R., &
Bissonnette, V. 2003; Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006).
 Letter recognition (Bloodgood, J.W. 1999, Treiman, R., & Broderick, V.1998; James, K. H., &
Engelhardt (2012); Christensen, C. A. (2005).
 Idea generation Beringer, V.W., Abbott, R.D., Jones, J., Wolf, B.J., Gould, L., Anderson-
Youngstrom, M., Shimada, S., & Apel,K. (2006).; Berninger, V. W., & Amtmann, D. (2003).
 Reading of words Ritchey, K. D. (2008).; Vander Hart, N., Fitzpatrick, P., & Cortesa, C. (2010).

14. Important Aspects of Learning
Affect Emotion Meaning Sensation
Memories from childhood

15. “Memory Lanes”
Ways that information moves from short-term and
working memory to long-term memory Sprenger, M (1999)
Learning and Memory: The Brain in Action
 Semantic (discussion and reading)
 Episodic (picturing an event)
 Emotional (emotionally-charged events= most potent)
 Automatic (readily available)
 Procedural (related to movement)
** Automatic and Procedural memory are processed through the Cerebellum
(part of the brain that coordinates movement) (Lengel, Kuczala 2010)

16. Integration
Movement
Music/
Auditory
Vision
AFFECT

17. Importance of Affective
Interactions
 Affect and relationships enhance engagement and give meaning to
experiences
 Affect activates, organizes, and sequences actions making them
meaningful and purposeful (Wieder, S.)
 Dual coding of experience – Emotional and cognitive capacities
develop simultaneously (Wieder, S.)
When we are having fun we learn!

18. Importance of Meaningful
Experiences
 Meaning facilitates integration of experience and leads to
long term memory and learning (Kuczala, 2014)
 When handwriting is taught in a meaningful context it
becomes purposeful and children are more motivated to
master this skill (Denton, et. Al. 2006)

19. Sensory Experiences
 Review: Sensation, Processing, Adaptive Response
 Sensation includes: 5 senses and Interoceptive PLUS TWO (Proprioceptive
and Vestibular, both related to movement)
 All movement is a sensory experience
 Sensory cues facilitate movement patterns
 Sensory cues provide feedback on movement
 The more sensational the experience the more complete the picture
 The brain stores information through sensory cues (Kuczala, 2010)
 Sensory cues allow for information to be learned more quickly and
remembered more accurately (Kuczala, 2014)

20. Sensory Experiences
 Multi-sensory occupational therapy–based instruction led to
statistically significant improvements in the handwriting
readiness skills of preschool students (Lust & Donica 2011)

21. Pre-Literacy Components
 Pre-literacy skills include pre-writing, pre-reading, listening,
and speaking (“Language by hand, by eye, by ear and by
mouth”).
 Aspects of readiness to read and write include auditory
discrimination, visual discrimination, classification, and the
ability to understand space (Bell & Swinth, 2005).

22. Integration
Movement
Music/
Auditory
Vision
AFFECT

23. Movement
 Implicit learning (movement, emotions, and experience) is
the brain’s preferred way to acquire information (Kuczala, 2014)
 Helps to build a motor program for content being practiced
through movement (Wulf et al 2010)
 Movement and experience enhance competence

24. Movement
 Problem: Decreased time in PE with increased focus on
academics (starting with No Child Left Behind); Sedentary
play; Screens
 Solution: Integration of learning with movement
 Ways that movement supports learning:
 Activation of the cerebellum (learning and movement center)
 BDNF (brain-derived Neurotrophic factor)
 Increased blood flow to the brain
 Stress reduction
Hall, Erin M. (2007) Integration: Helping to Get Our Kids Moving and Learning

25. Movement
Cerebellum (“Little Brain”)
 10% of the brain’s mass, but 50% of the brain’s neurons
 Used to be thought to be only related to movement
 Now known to be involved in attention and language
http://neuroscience.uth.tmc.edu/s3/chapter05.html

26. Movement
BDNF
(Brain-derived neurotrophic factor)
 “Mirace Gro for the brain” (John Ratey, 2008)
 Promotes growth of new dendritic branches
 Binds to receptors at the synapse, increasing signal strength
 Inside the cell, activates genes that call for the production of more
BDNF
** Exercise promotes production of BDNF in the hippocampus (brain
center for learning)
Ratey, J (2008) Spark: The Revolutionary New Science of Exercise and the
Brain

27. Movement
Kinesthetic Classroom (Lengel/ Kuczala, 2010)
Six Ways to Use Movement in the Classroom
 Preparing the brain
 Providing brain breaks
 Supporting exercise and fitness
 Developing class cohesion
 Reviewing content
 Teaching contet

28. Movement for Pacing
 Slowing down helps learner pay attention to variable
parameters (Jongmans et al 2003)
 Effective strategy for children with impairments in writing
(Schoemaker et al 1994)
 These students have been found to have high velocity
movement patterns (Smits-Engelsman et al., 1997; Van Galen et al., 1993)
 We have had success doing this through the use of music and
modeling

29. Movement
 Biology points to benefit of movement and exercise in
learning (Jensen, 2005)
 Movement is particularly helpful to learners with special
needs
 Facilitate a productive mental mind state
 Activates the brain across a variety of areas
 Increases energy and alters mood to think and recall
 Blood flow and oxygen increase in the brain (Jensen, 2005)

30. Embodied Cognition
 The mind is not only connected to the body but the body
influences the mind (Gallagher, 2005)
 Cognitive activation of movement
 Mirror Neurons
 Encodes actions based on seeing actions performed
 Canonical Neurons
 Encodes actions based on seeing actions around forms touched
 Motor facilitation occurs during observation (Hari et.al, 1998; Fadiga et.
al, 1995; Cochin et. al, (1999) in Reddy, 2008)

31. Movement
Recommended books:

32. Integration
Movement
Music/
Auditory
Vision
AFFECT

33. Music & Movement
 Movement and music are primary ways to manage state and
obtain engagement (Kuczala, 2010)
 Our findings in using music to teach writing…
 Rhythm in music and movement interactions
(humming/singing/mirroring) encourages intentional,
purposeful movement

34. Music
 Auditory system: Direct mapping in the brain, unlike any
other sense (Levitin, D, 2007)
 Music has been found to enhance prewriting skills (Register 2001)
 Provides one more way to construct knowledge
 Children have predisposition to rhythm and melody
 Ideal tool to teach facets of language including writing (Kolb 1996)

35. Movement with Music
 Recognition of patterns is enhanced (Phillips-Silver & Trainor 2005)
 The auditory and motor system have a rich connectivity across
a variety of cortical, subcortical, and spinal levels (Thaut & Abiru 2010;
Grahn and Brett, 2007; Bengtsson et al., 2009; Chen et al., 2009; Grahn and Rowe, 2009)
 Auditory system projects into motor structures in brain
 Significant improvements shown in upper extremity function
(Thaut & Abiru 2010)

36. Music and Movement
 Humans prefer music that facilitates synchronization and
respond to it with movement (Madison et al 2011)
 People tend to move to music in an organized way (Godøy et al.,
2006; Leman and Godøy, 2010)
 We have predisposition to rhythmic movement to music over
speech (Zentner & Eerola 2010)

37. Music and Movement
www.advancedbrain.com
Music by
Genevieve Gereb
www.interactivemetronome.com
www.integratedlistening.com
www.vitallinks.net

38. Integration
Movement
Music/
Auditory
Vision
AFFECT

39. Auditory and Visual Connection
 Auditory and visual systems are closely tied
 We use sound cues to help us understand our visual world
(eg, Baseball)
 Brandeis research with objects moving towards each other-
sound over-rode the visual information

40. Visual Cues & Working Memory
 Profile of a poor writer includes visual inaccuracy (Smits-Engelsman et
al., 1997; Van Galen et al., 1993).
 Visual cues enhance success in learning to write (Berninger et al. 1997;
Case-Smith et al. 2012)
 Working memory is important to writing process and some
say MORE important than motor skills (Medwell & Wray 2007; Berninger &
Graham 1998; Berninger & Amtmann 2004; Berninger 1994; Christensen & Jones 2000; Graham et al.
1997)

41. Integration
Movement
Music/
Auditory
Vision
AFFECT

42. Visual Spatial Development
 Understanding of spatial relationships begins with the body =
Visual and Movement neurological connection
 Movement through space
 Crawling – horizontal
 Standing – vertical, top, middle, bottom
 Reaching – left, right, diagonal
 Visual Logical Reasoning/Representational Thought
 Part to whole concepts
 Copying/imitation
 Transposition across vertical line
 Sequential thought
 Recall
Wachs, 1975 & Wachs & Wieder, 2012)

43. Visual Spatial Development:
Neuroscience
 The visual neural system is hypothesized to have two pathways that lead
out of the occipital lobe(Ventral or “what” and Dorsal or “where”)
 Movement through space and spatial cognition draw on the dorsal stream
from primary visual cortex to posterior parietal lobe for discrimination of
spatial properties
 Construction requires spatial abilities processed by the dorsal system
 Dorsal system is primarily related to movement in space
 Hendersen, Pehoski and Murry in Bundy and Lane

44. Tying to handwriting
 An accomplished writer uses vision only for spot checks and
primarily uses position sense and movement through space
 This supports the use of movement to teach handwriting
versus solely visual- or language-related approaches

45. Typical Development of Writing
Strokes
 Vertical
 Horizontal
 Circular
 Cross
 Diagonal
Innate feeling of success facilitates persistence….

46. Connect Experience Write
(CEW)®
 Incorporates musical tones paired with visual cues
and movements as students learn and write letters
 Connection of movements with sight and sound for
more complete brain activation and integrated
learning experiences
 Dyad and group implementation to facilitate
affective interaction and engagement

47. Three Programs

48. IT’S TIME FOR HANDWRITING!

49. Imagine this…
“Shake It From the Top” video

50. The Evolution of CEW
 How we started and Challenges we faced with other programs
 Our solution: Movement, Music, Engagement, Visual-Spatial
 Pilot program at Celebrate the Children School
 Collaboration with Grammy-nominated musician, Brady Rymer
 Available for purchase at www.connectexperiencewrite.com
 Pre-K and pre-school program and Special Needs Schools have integrated the program into
curriculum.
 Presentations nationwide
 Two research studies – ASD 5-13 years old and Typical 4 year olds
 Addition/ development of CEW- Developmental program (CEW-D)
 Software program
 Worldwide following – Turkey, Dubai, Wales, Argentina, India, Australia, South Africa
 Patent pending

51. Evidence Base
for Connect Experience Write (CEW)®
 Multi-Sensory Cues & Experiences/ Sensory interconnectivity
 Affect, Engagement, and Meaning
 Visual Spatial Development
 Modeling/ Mirror neurons
 Connecting meaning
CONNECT

52. Evidence Base
for Connect Experience Write (CEW)®
 Body Movement Integration
 Body Mind Integration/ Embodied Cognition (Whole Body
Thinking)
 Music & Rhythm
EXPERIENCE

53. Evidence Base
for Connect Experience Write (CEW)®
 Importance of direct handwriting instruction
 Developmental Sequences to Letter Formation
 Tool-to-paper Sequence
See handout for more details & resources
WRITE

54. Auditory Visual Movement
Integration
 CEW Music to connect, energize and reinforce spatial
concepts
 CEW Tones to designate types of lines to be formed and
provision of boundaries for lines, first used with whole-
body movement, then translated into tool-to-paper
 Use of predictable templates – building letter types
from initial template of vertical dots
 NOT dot-to-dot, in order to promote thinking
 Using “anchor lines”, for example, for H and K

55. Auditory Visual Movement
Integration
 Develops a rhythm and timing to writing
 Pacing
 Motor pattern
 Visualization
 Helps children FEEL the writing steps vs. cognitive process

56. Following Verbal Spatial
Directions for Formation

58. Developmental Sequence to
Letter Formation
Letter groups created with consideration to:
 Developmental strokes: Vertical, Horizontal, Curved,
Diagonal
 Number of strokes: One to Two-step strokes to start
 Juxtaposition of lines: Grounded starting point relating
pieces together versus pieces apart/ “pencil pick-up”
 Spatial elements of letters: Introduce “whole space” then
move to “half space”

59. Research Study Support
 Data from both of our studies (with children with
disabilities and with typically developing children) has
supported the efficacy of CEW
 Significant changes in functional use of writing and letter
formation
 Significant improvements in phonemic awareness and
letter recognition
 Significant improvements in fine motor abilities, grasp
patterns, etc.

60. Research with ASD
 Design
• Cohort retrospective design
• CEW pre and post tests; Beery VMI
• Nine-week intervention - October to December 2014
• CEW intervention provided by site OT 3 times/week for 30 sessions
 Setting and Participants
• School in northwestern New Jersey
• 10 students (N=10) diagnosed with Autism Spectrum Disorder (ASD)
 n= 8 males, n=2 females (Ages 5-13)

61. Research with ASD
 Data Collection
• Secondary analysis of de-identified data from pre/post test information
 collected from the Beery VMI and CEW tests;
 Age, gender and attendance record
 Data Analysis
• Descriptive statistics of frequency counts for all pre/post test scores
• Wilcoxon Signed Rank Test
• Paired Sample T-test with bootstrapping

62. Clinical Significance
 The identification of “L” and “E” increased four-fold and the
identification of “F” doubled.
 Seven students’ scores increased for “L” and “E” formation and six
students’ scores increased for “F” formation.
 Additionally, a paired sample T-test determined statistical
significance using a 95% confidence interval and BCa 2000. Results
indicated a significant difference amongst the participants for
formation of letters, “L”, “F”, and “E” (p=.004; p=.010; p=.053).
 A Wilcoxon Signed Rank Test yielded significant results for
identification of letters, “L”, “F”, and “E” (p=.034; p=.025; p=.014).

63. VMI pre and post VP subtest

70. Research with Typical Pre-K
 Design
• comparative pretest-posttest experimental design with random
assignment
• pre and post tests of alphabet and name; Beery VMI
• Ten-week intervention - October to December 2014
• CEW intervention provided by OT 4 times/week with treatment group
• Control group encouraged to write letters and their names but not
provided with curriculum on letter formation
 Setting and Participants
• Country Day School in northwestern New Jersey
• 10 students: 5 in control (3 girls, 2 boys) and 5 in treatment ((4 boys, 1
girl) all 4 years old

71. Research with Typical Pre-K
 Data Collection
• Secondary analysis of de-identified data from pre/post test
information by blind analyst
 collected from the Beery VMI and handwriting samples
 Data Analysis
• Wilcoxon Signed Rank Test on VMI scores
• Functional analysis of handwriting samples – formation,
sizing, and spacing (of name)

72. Clinical Significance
 Significant improvement on visual motor (value of p =
.007825)
 Students slowed down their pace and were able to perform
more controlled fine motor movements
 Increase in handwriting skills documented in pre and post
test samples with regard to formation, sizing, and spacing
 Regulation, posture, efficiency reported by OT running the
sessions

73. Improvements in VMI
Pre-Post Scores
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Participant 1 Participant 2 Participant 3 Participant 4 Participant 5
Treatment Group VMI Scores
Pretest
Posttest

74. VMI Differences
Treatment vs. Control Group
-30%
-20%
-10%
0%
10%
20%
30%
40%
Participants
Percent Difference with Posttest VMI Scores
Treatment Group
Control Group

75. PRE POST
[Note: Size and consistency of
letters have significantly
improved]

76. PRE
POST

77. PRE-CEW
POST-CEW
Appropriate pencil pressure
now being used; “X” is now
created using clearer
diagonals
Size and consistency
of letters have
significantly improved

78. POST
PRE

79. Pre-post results CEW-D &
CEW
 CEW-Developmental program with an OT for 6 weeks 4 times
a week
 CEW Letter Formation with Teacher (OT consult)
 4 year olds
 Results
 Names much smaller and more controlled
 Pictures of themselves demonstrated improved body awareness
and visual spatial abilities.

80. CEW-D 6 weeks with OT and CEW-C OT Consult with teacher running groups

81. CEW-D 6 weeks with OT and CEW-C OT Consult with teacher running groups

82. Quote from a Parent
“We have seen incredible improvements with M since starting
your program. His pencil grip has improved tremendously as
has the pressure he puts on the paper. His letters are written
so much clearer and more accurately. He has also started to
have an increased understanding for the sounds that the
letters are making. He has started to sound out words and
really begun to read. We are blown away with the difference in
his understanding of letters, what they look like, how to write
them and what they mean.
We appreciate you and all your hard work tremendously.”
Lisa Beck, mom of a Pre-Kindergarten student in our research
study

83. IMPLEMENTATION

84. Connect Experience Write
(CEW)®
BASIC GROUP FORMAT
 MOVEMENT SONGS: “Shake it from the Top,” “Ready to
Write”
 WHOLE BODY MOVEMENT: “Mirror Movements” of each
letter paired with CEW music
 VERTICAL SURFACE: CEW Vertical Templates/ CEW music
 TABLETOP: CEW Templates/ CEW music

85.  WHOLE BODY
 Students learn spatial concepts needed for writing: TOP,
BOTTOM, LEFT, RIGHT
 Engages students through music and movement
 Videos can be used as a training tool for teachers
*Left and right will be backwards from the students perspective
Shake it from the Top
by Brady Rymer

86.  ISOLATION MOVEMENTS
 Students move from their shoulders to their fingers:
SHOULDERS, ELBOWS, WRISTS, FINGERS
 Gets students’ hands ready to write
 Videos can be used as a training tool for teachers
*Left and right will be backwards from the students perspective
Ready to Write
by Brady Rymer

87. Ready to Write
by Brady Rymer

88. WHOLE BODY/ “Mirror Movements”
VERTICAL SURFACE
TABLETOP
Three Main Components
after Movement Songs

89. Video Clip:
Letter Formation

90. Whole body movements to letters being practiced
CEW music
Visual letter for students to see
Whole body movements by both the staff and student(s)
1. “Mirror Movements”
WHOLE BODY

91. As the teacher/therapist…
YOU NEED TO DO ALL OF THE
MOVEMENTS BACKWARDS!!!
 For “left” you move your arms to
the right
 Forming letter L in the front of the
class, you move your arms to the
left to form the bottom line

92. “Mirror Movements”
 Let’s try some…

93. 2. VERTICAL SURFACE
 Eliminates demands
 Seated position
 Holding a writing utensil
 Fosters development of foundational support
 Upright posture
 Wrist extension
 Finger isolation
 CEW: CEW vertical letter templates with CEW music

94. VERTICAL TEMPLATES

95. 3. TABLETOP- CEW
 Large group or centers – DO WHOLE BODY FIRST
 Follow sequence outlined in manual
 Visual templates and listening to letter-specific music (CEW)
 Model letter formation on the template to the rhythm of the
music
 Fade one of the sensory cues as you progress
 Template
 Music

96. TABLETOP TEMPLATES
Full support

97. TABLETOP TEMPLATES
Faded Cues

98. TABLETOP TEMPLATES
Review Words

99. Letter Introduction Sequence
L F E D P B R O Q C G H T I J U S N M K A V W Y X Z
l i t h n m r b f c o a d g q p j e s u v w x z y k

100. Let’s try it
 Vertical Templates
 Table top templates

101. CEW Developmental Program (CEW-D)
VIDEO

102. CEW Developmental Program
(CEW-D)
 Teaches spatial concepts needed as a foundation for
writing: TOP, MIDDLE, BOTTOM, UNDER, LEFT, RIGHT, BIG,
LITTLE
 Helps develop line strokes needed for writing
 Starts with WHOLE BODY MOVEMENT
 Encourages gross- and fine-motor development
 Teaches letter sounds/ phonemic awareness, meaning and
formation through fun, engaging activities

103. CEW Developmental Program
(CEW-D)
BASIC GROUP FORMAT
 WHOLE BODY MOVEMENT: Reinforcing concepts through
developmental movements/ “Mirror Movements”
 VERTICAL SURFACE: Reinforcing concepts and letter
formation through activities on a vertical surface
 TABLETOP/ FINE MOTOR: “Finger Finding”; Grasp
development tasks; Developmentally appropriate letter
formation

104. WHOLE BODY: CEW-D
 Reinforces spatial concepts and line strokes being worked on
through whole body movement
 Examples include:
 Climbing to the TOP in an obstacle course
 Frog jumping along a large taped “F” on the floor
 The “limbo” UNDER a stick
 Rolling to the BOTTOM of a large wedge to knock over bowling
pins
 Roll a ball inside of a hula hoop CIRCLE
 Parachute games in a CIRCLE, and bringing it to the BOTTOM

105. VERTICAL SURFACE
 CEW-D: Reinforcing spatial concepts and line strokes through Felt
board activities, Making shapes with tape, CEW vertical templates
and CEW music, Painting on paper on the wall, etc.
 Eliminates demands
 Seated position
 Holding a writing utensil
 Fosters development of foundational support
 Upright posture
 Wrist extension
 Finger isolation

106. TABLETOP- CEW-D
 “Finger Finding”: Buzz-Snap on each finger, Finger Lifts
 Reinforces spatial concepts being worked on
 Helps student to develop fine motor skills needed for writing
 Reinforces formation of line strokes and letters
 Follow sequence outlined in manual

107. CEW-Online

108. CEW-Online (CEW-O) powered by
 Shake it From the Top game
 Writing using CEW-Online (CEW-O)
 Intro: This is the letter L
 Making meaning: L is for Lion
 Demonstration (how to make L)
 Vertical surface: Baseline, Outline, Two dots, One dot
 Print Templates

109. CEW-Online Video

110. Child moves to form the letters
and..
HEARS musical tones
& SEES the line they are
forming
Immediate
feedback on
movement
patterns

111. Therapists get…results

112. Carryover…
 Develop homework plans
 Child plays at home
 Therapist/Teacher views results

113. What is needed in order to play
 Computer
 Web cam
 Circular objects: Red, Green, or Blue
 Pen with Playdoh at the end
 Peg
 Marker cap
 Ball

114. We would love for you to become a pilot
site for CEW-Online
Please contact us!
connectexperiencewrite@gmail.com

115. How to Get CEW
 For CEW-Classic (USB, CD/USB, CEW Manual, Brady Rymer CD), go
to our website at www.connectexperiencewrite.com and enter
coupon code: COURSE for 10% discount
 For CEW-Timocco product (Beta version coming out at the end of
May), go to www.timocco.com/cew to reserve a subscription. Give
us feedback on the product and receive 50% off of a 6-month
subscription (typically $30/ month for a Professional subscription)
 For CEW-Developmental (Book coming out in August), stay tuned
to www.connectexperiencewrite.com

116. Questions?

117. Thank you
The AMAZING teachers, staff, students and families at
celebratethechildren.org
bradyrymer.com
BRADY RYMER for creating inspiring music that gets our kids
moving and writing!
and

118. More information…
Information on CEW:
 www.connectexperiencewrite.com
 www.timocco.com/cew
 connectexperiencewrite@gmail.com
 facebook.com/connectexperiencewrite
Information on DIR:
 www.profectum.org

119. Resources
 See handout or website for a complete list