Training a new skill - Giving Assistance
1. Modeling correct skill performance
When a child is introduced to a new skill, it is a mistake to jump in and grab his hands to put him through the skill. The child first needs to see the skill performed in its entirety. Some children need to see the skill performed many times before they are comfortable with trying it themselves. Optimal learning requires that the child is comfortable with how they are taught and their environment. Watch the child to see when to move on to physical assistance.
Children who are ‘impulsive learners’ jump in with something new and grab at the materials and start manipulating them before they know what needs to be done. This is normal in young children and in this case, you will need to allow him time to explore the new materials first. Some children are consistently very impulsive and need to work on the concept of ‘quiet hands’ to teach them that they need to sit with their hands in front of themselves or on their laps while they watch. In some cases the child may need a ‘fidget’ toy to occupy his hands while he is watching your modeling, or a ‘fidget‘ seat to keep him from moving around too much. This training can take a while with some children, but is worth the time investment to ensure that the child is not missing out on this important level of training.
Children who are ‘reflective learners’ like to watch the skill without getting involved themselves. Some children are happy to only watch and pull their hands back if you try to move to help them. If this is the case, consider whether the child may have sensory dysfunction with tactility. The child may benefit from joint compressions, and/ or brushing to the arms and hands before beginning the session. (NB, please seek the assistance of your occupational therapist.)
Modeling the skill for teaching purposes is best done while sitting next to the child because that way the child sees your hands moving the way he would see his own hands moving. It is more difficult to watch an action and then produce what is in effect the mirror image of that action. For example, some children wave with the back of their hand facing the person they are greeting because that is how they see hands waving at them. Wherever possible, make sure that your hands are working in the correct perspective for the child.
Modeling the skill in the natural environment helps the child learn the appropriate time and place to use the skills and decreases the time required to teach the skill. You can also get other people who spend time with the child to be aware of the skill you want to teach so that they can model it at appropriate times.
2. Hand-over-hand assistance
When the child has been introduced to a new skill and now wants to have a go himself, you can help him by “putting him through” the actions required of that skill. This is best done from behind or beside the child so that he is seeing the skill performed from the perspective he will see when he is doing it himself. The skill should be broken down into small ‘bite-sized’ chunks where many steps are involved.
You will increase success if you emphasize the important language involved in the task ‘watered down’ to the child’s level of understanding. For example, if doing a sorting activity, you might say “put yellow with yellow” as you help him place the yellow object with the other yellow objects. This pairing of clear explanation at the same time that they are engaged in the task helps children learn concepts you want to teach as well as acting as a reminder of correct motor sequences. Using only language such as “put all the yellow things together” tell children what you want them to do, but they must then hold this in their memories (difficult for the young child) and it gives no clues as to the motor sequence involved.
3. Verbal Prompting
As soon as you feel the child beginning to make some of the actions on his own, pull back on your assistance. Try to only give a verbal prompt to remind him how to do something if he is struggling. The main rule here is - ONLY GIVE AS MUCH ASSISTANCE AS NECESSARY.If the child makes a mistake, allow him to do so. This gives him valuable feedback about his performance. You can then help him to repeat the action correctly.
© Ann Haig Wheeler, DSC 2009
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