Grading the Support
An example of how drawing/writing tasks can be graded from more to less support:
1) Hand over hand assistance is provided when a child is not yet able to perform the task but would benefit from the experience.
2) The task is broken down into small steps and the child completes the easiest or the last step to get the feeling of success. Verbal, visual and physical cues (multisensory) may be provided throughout the task.
3) While the child observe the adult make the drawing/writing. The child with thereafter imitate the task with possible multisensory cues given.
4) To copy is a higher skill. The child is copying a model of a drawing or write (has not seen the task done). Cues may be necessary for success.
5) Independently without cues the child will draw or write.
2) The task is broken down into small steps and the child completes the easiest or the last step to get the feeling of success. Verbal, visual and physical cues (multisensory) may be provided throughout the task.
3) While the child observe the adult make the drawing/writing. The child with thereafter imitate the task with possible multisensory cues given.
4) To copy is a higher skill. The child is copying a model of a drawing or write (has not seen the task done). Cues may be necessary for success.
5) Independently without cues the child will draw or write.