{"version":"1.0","type":"rich","provider_name":"Acast","provider_url":"https://acast.com","height":250,"width":700,"html":"<iframe src=\"https://embed.acast.com/$/63bd4410e761a600119f64a2/678ac63f5dd9c67f175ea122?\" frameBorder=\"0\" width=\"700\" height=\"250\"></iframe>","title":"Top Down Vs. Bottom Up Considerations to Handwriting Needs and Assessments","description":"<p>Top Down Vs. Bottom Up Considerations to Handwriting Needs and Assessments: Candid conversation about assessing handwriting readiness and top down vs bottom up handwriting assessments.&nbsp;</p><p><br></p><p>Article referred to in todays conversation:</p><p><a href=\"https://pubmed.ncbi.nlm.nih.gov/22646685/ \" rel=\"noopener noreferrer\" target=\"_blank\">https://pubmed.ncbi.nlm.nih.gov/22646685/ </a></p><p>Kennedy J, Brown T, Stagnitti K. Top-down and bottom-up approaches to motor skill assessment of children: are child-report and parent-report perceptions predictive of children's performance-based assessment results? Scand J Occup Ther. 2013 Jan;20(1):45-53. doi: 10.3109/11038128.2012.693944. Epub 2012 May 31. PMID: 22646685.</p>","author_name":"marissa gardner"}