At thiS time, much uf occupational therapists' work with remediation of handwriting deficits in children is based on clinical judgment and clinical reasoning. Although practice in handwriting io; certainly one strategy, it may be more effective when paired with (a) teaching techniques that capitalize on the child's strengths, (b) remediation procedures that develop foundation or performance componcnts, or (c) compensation methods. Cermak (1991) described several factms that can result in different types of handwriting problems and discussed intervention under three categories; demystification, bypaso; strategies, and direct intervention Dernysfiji·caliun involves explaining the problem to the child anel his or her teachers. If the teachers understand the child's difficulty, they will not attribute poor handwriting to laziness and they will realize that when the child puts a lor ofeffort into the graphomotor aspects of writing, his or her ability to process the content of the inform;uion may be compromised.