Evaluation of the reliability and validity of the brazilian version of the here’s how I write: a child’s self-assessment and goal setting tool

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dc.creatorJuliana Flores Mendonça Alves
dc.creatorAdriana Maria Valladão Novais Van Petten
dc.creatorSharon Cermak
dc.creatorLívia de Castro Magalhães
dc.date.accessioned2022-06-15T13:53:36Z
dc.date.accessioned2025-09-08T23:47:16Z
dc.date.available2022-06-15T13:53:36Z
dc.date.issued2019-03
dc.identifier.doihttps://doi.org/10.5014/ajot.2019.025387
dc.identifier.issn1943-7676
dc.identifier.urihttps://hdl.handle.net/1843/42527
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofAmerican journal of occupational therapy
dc.rightsAcesso Restrito
dc.subjectCrianças
dc.subjectCaligrafia
dc.subjectProfessores
dc.subjectMétodo de ensino
dc.subjectAutoavaliação
dc.subject.otherChild
dc.subject.otherHandwriting
dc.subject.otherHere’s how i write
dc.subject.otherTeachers
dc.subject.otherSelf assessment
dc.titleEvaluation of the reliability and validity of the brazilian version of the here’s how I write: a child’s self-assessment and goal setting tool
dc.typeArtigo de periódico
local.citation.epage10
local.citation.issue2
local.citation.spage1
local.citation.volume73
local.description.resumoOBJECTIVE. Our objective was to translate the Here’s How I Write: A Child’s Self-Assessment and Goal Setting Tool (HHIW) to Portuguese; adapt it to the Brazilian culture; and analyze its reliability, validity, and clinical feasibility. METHOD. The study was developed in two steps: adaptation of the HHIW to Brazilian Portuguese, followed by experimental application to examine its validity and reliability. The participants were 60 children and their teachers, divided into two groups: Group 1, whose members had handwriting difficulties, and Group 2, whose members did not. RESULTS. Children with poor handwriting scored lower on the HHIW for both self- and teacher report. Test–retest reliability of the children’s (.96) and teachers’ (.93) questionnaires as well as internal consistency (.91 and .95, respectively) were excellent. There was good agreement (.74) between the children’s and teachers’ total scores. CONCLUSIONS. This study adds further evidence of validity and reliability and supports the international use of the HHIW. The HHIW is a useful resource to engage children and teachers in a collaborative relationship to improve handwriting.
local.identifier.orcidhttps://orcid.org/0000-0001-7979-2319
local.identifier.orcidhttps://orcid.org/ 0000-0002-8300-5450
local.identifier.orcidhttp://orcid.org/0000-0003-3391-2607
local.publisher.countryBrasil
local.publisher.departmentEEF - DEPARTAMENTO DE TERAPIA OCUPACIONAL
local.publisher.initialsUFMG
local.url.externahttps://research.aota.org/ajot/article-abstract/73/2/7302205070p1/6538/Evaluation-of-the-Reliability-and-Validity-of-the?redirectedFrom=fulltext

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