Strategies for Visual-Motor Integration Problems

You would not believe how many people search Google for “visual-motor integration” and stumble upon my blog. Or maybe you would, as visual-motor integration problems affect virtually all aspects of producing work since it involves eye-hand coordination. That basically affects all pencil and paper tasks. So how can teachers and parents help kids who struggle with visual-motor problems?

Here are some basic tips. Keep in mind that not all visual-motor problems are the same. Some kids have problems with the visual part (seeing the differences in shapes, remembering what letters look like), some with the motor part (like writing with your non-dominant hand) and some with the integration. Nonetheless, the tips are helpful for all kids who are slower with their writing and copying. First, I recommend starting with remediation (practicing the skill that is hard) and then moving toward accommodations and modifications (changing the task or allowing for extra time to complete tasks) as the student gets older.

1) For younger students, integrate non-writing ways to enhance visual-motor skills, such as cutting with scissors, making shapes or objects with play-do, practicing buttoning, zipping, and tying, pouring, etc.

2) Young students may also enjoy tracing pictures in books with tracing paper, doing mazes, or doing puzzles, all which can help build eye-hand coordination.

3) Some students’ visual motor problems result in them making errors that they do not catch on visual scanning tests. These students may benefit from interventions around study skills, such as evaluating the difficulty of the task before beginning, and strategies for checking work. For example, if a student tends to do a whole worksheet on mixed math facts (addition, subtraction, division, multiplication) with errors in noticing the sign has changed, have him or her highlight the math sign in a different color before starting (pink for addition, yellow for subtraction, etc.)

4) Avoid visually complex worksheets. When worksheets cannot be modified, have the student cover up all the problems except the one s/he is working on with a white piece of paper to reduce overwhelming visual information.

5) Allow the use of cursive or print on written assignments.

6) Modify the assignments and materials when necessary by shortening assignments (striving for quality, not quantity).

7) Teach word processing skills so the student can learn compensatory strategies for handwriting assignments.

8) For older students who have become resistant to writing and copying, start thinking about modifications such as having a peer note taker, providing copies of the notes, giving extra time to complete longer writing assignments, and letting the student type, record, or give answers orally instead of in writing.

9) Acknowledge honestly that the student is having a difficult time (e.g. “Yes, I know writing is hard for you and when writing takes that much effort, it can make you feel tired or frustrated.”) Let him or her know that teachers and family members are going to work together to help him or her succeed.

10) If appropriate to the student’s developmental level, use a computer analogy to explain why the student struggles or works slowly (“It seems to me that you are like a brand-new fast computer with a printer that can sometimes be a little slower. You have such good ideas though if we can get them out! Let’s work together to figure out a way.”) Then brainstorm which modification or accommodation would work best in the situation (e.g. dictating ideas, using a computer, starting with a graphic organizer).

Yes We Did

Question: What could possibly make 2 and a half million people stand in subarctic weather, crammed together for 6 hours waiting for a person to speak for 18 minutes?

Answer: The inauguration of Barack Obama!

I have never been so cold and so happy at the same time. Going to deliver my students’ letters to Obama was the best idea. I think my students had the sense that I would be able to trot up to Obama and hand over their letters. Try explaining symbolism to 11 year olds, it’s tricky. I simply told them, I would do my best to get them to him. And I did.

My fiancé and I traveled from California on a red-eye flight and took a bus to a train to a 20 minute walk to our hotel in Maryland. We promptly plopped down our stuff, and spent a few days before the inauguration taking it all in. Everyone was in such positive spirits. Strangers cried and hugged each other, at the simple mention of what was to take place on Tuesday.

The day before, we walked miles and miles to get to the White House, to take pictures for the students of me with their letters. There was a chant-leader guy from (where else?) San Francisco, leading groups of people who walked by with chants of “Bye Bye Bush!” The White House was actually blocked off because someone had earlier thrown a shoe over the fence at Bush (the kids loved that part, by the way). So we settled on taking photos by the Washington Monument and mailing off the letters from DC. Thanks to the wonders of the “internets” on my phone, I sent the picture right to the classroom.*



The day of the inauguration, there was a pilgrimage of sorts from Maryland that involved a broken down Metro, hours of walking through throngs of people and National Guard people and Secret Service and volunteers trying to direct us where to go, and a stealth mission through a small space between some port-a-potties to get in.** We had to, as each entry point to the mall, we were told it was full. We ultimately got in and spent the frigid hours waiting for Obama getting to know the people around us. Hey, we had like 4 hours at that point, so I made them start with their birth and move forward from there. My fiancé taped everyone around us about what the inauguration meant to them. When he puts it together, I will be showing it to my class.

I will not lie, this inauguration experience will become more and more fun as I mentally erase being cold, tired, and cramped for hours on end! I am actually amazed that there were zero arrests, given the circumstance. That is how positive and overjoyed the crowd was to be there. People who got fussy were quickly redirected to be positive. I even overheard one teenager admonish his friend who was being pushy and kind of rude, “Don’t make me kick your ass on Obama Day! We Are One, remember?” and the crowd erupted in laughter. Nothing could spoil our moment. And the second Obama came out, it was all worth it. I just hope the goodwill and hopeful spirit continues. Any time I need a reminder, I will read the copies of my kids’ letters. Especially this one.

Dear Mr. President.

I have a question for you. What does it feel like to be president? I would like to get people off the street. Because everyday when I go to school I see people sleep on the street and it just breaks my heart to just look at that it just makes me cry. I want to put up more buildings more houses and stop smoking please for everyone. When you are on a stage you can tell people to stop violence.

Sinderely,

Jacob

p.s. may be your family can please come to my house. I would be happy and then my family and I could meet you. If you receive this letter please write back.

I hope he does. Even if it is a form letter, it would mean so much to my students to feel like their new President is listening.


*I think years to come, I will be telling the tale of inauguration weekend, and my future children and grandchildren will look at the pictures and be puzzled as to why I look like I am in Russia. So maybe the faux fur hat was a bit much, but I don’t care that I looked like I belong with Dr. Zhivago, it saved me from hypothermia!

**Quote of the day: "We have been through so much crap today to get here. Literally."

My Media Darlings

It turns out that once you do one thing in the media, it apparently catches on. Who knew? My kids and I were on the local news the other night about the Letters to Obama project. Check it out by clicking here. There is one part in which I am in the corner talking to kids.

My friend, whose wife is a school psychologist, emailed me when he saw it and said, "Great job! But why do they always put the school psychologist in the corner???" I laughed out loud because we are totally behind the scenes kind of people, as evidenced by the last two offices I have had in schools being in the back of the stage of the auditorium, literally, behind the scenes. What the camera didn't get that day was me totally tearing up when they read their letters. They were so powerful and I can't wait to take them to inauguration for the kids. Note to secret service: I sound kind of stalker-y in the piece, but just remember it's more of a symbolic getting the letters to Obama!

Teaching Tip Tuesday: Respect My Authority!

As a school psychologist, I help teachers and parents craft behavior plans for students who are having difficulties in school. Without fail, the top two behaviors that are the most problematic for teachers are not following rules/directions and lack of work completion. I often have the image of writing a behavioral goal for South Park’s Eric Cartman pop in my head as I write these:

Cartman will RESPECT MY AUTHORI-TAY in the classroom when given a direction in 4 out of 5 trials as measured by teacher charted records.

So in the spirit of Teaching Tip Tuesday, here are some tips for teachers (and parents) to increase compliance with requests.

1) Start with requests that the child can definitely do and praise him/her. “Cartman, I need you to go get yourself an extra snack. Great! Thanks for following my direction.”

2) If Cartman is a complains or protests requests, then give a fixed choice, which allows him a small level of control. Defiance of authority usually has a root in a need for control, so give him a little. You would be surprised at how often this works. Say, “Cartman, you have a choice. You can start your math fact worksheet or read silently for 10 minutes. You pick.” I know, you’re thinking he will pick “neither” but that rarely happens. If he does say neither, you can say, “Would you like me to make a choice for you?” and that usually triggers a choice.

3) In the fixed choice technique, you can also make one choice totally undesirable so he picks the math worksheet or whatever you want them to do. When I pick up kids for testing and they balk, I say “Okay, you can come now, or during [insert favorite class]." Then if they choose to come with me, I thank them for taking responsibility. If it is a particularly oppositional kid who barely ever follows directions, then I usually call the parent in front of the kid and tell the parent how cooperative Cartman was for me after we’re done to reinforce him making a good choice.

4) Make sure the child understands the direction you are giving him or her. Sometimes, kids with learning or attention difficulties are not disrespecting your authority, sometimes they didn’t get the direction. You can ask them to repeat the direction in his/her own words to make sure all pieces of information got in. I am always so surprised when I test kids and have them repeat what I think are simple directions “Open your history book and turn to page 127” and they say, “Um, open your book to page 27?”

5) Deeeeeeeep breath. Kids who always say “no” or defy your authority can be super exasperating. Try to remain calm and use a business-like tone, so they do not know you are about to lose it. Kids respond to modeling. Model calm so things don’t escalate.

6) Try these other tips for working with oppositional students.

Okay, it’s your turn! How do you get kids to follow directions? Here's how to submit your Teaching Tip Tuesday! By the way, Hugh and Damian, can you repost your tips from last week? I accidently deleted them! I'm still learning this whole auto-link thing! Thanks! ;)

What My Students Think About Obama

For those of you just joining us, it has been all Obama, all the time, here at Notes from the School Psychologist as we approach the upcoming inauguration. Just yesterday, my students and I were recorded by NPR's California Report about Obama's impact on urban education. I heard it on the way home tonight and I couldn't be more proud of the kids. Click below to hear my darling students on The California Report. Skip ahead to about 7:50.







And if you want to see pictures of the students in all their cuteness, click here.

Dear President Obama...

A few weeks ago, I wrote to NPR's California Report about how my students inspired me to go to Obama's inauguration (or rather, how my students inspired me to stand in the freezing cold NEAR his inauguration!). Well low and behold, NPR was so wonderful, and offered to come to one of my schools to interview me about the students, and to let the middle school kids themselves have the radio waves to tell us all what Obama's victory means to them!

We recorded it today, and I nearly O.D.'d in preciousness and pride. Their charm was set on stun, I'm telling you. I am so proud of how well they did sharing their experiences. They were so nervous, and they did just beautifully.

So tune in tomorrow to hear some of my students talk about what Obama's victory means to them! For Bay Area people, I'm told it will air tomorrow, Friday, January 8th, at 4:30p.m. and 6:30p.m. on KQED Radio Station (88.5.) For non-local people, you can listen online on KQED's Website or download the audio after it airs.

I'm so excited for them!

Why Won’t You Die, Old Habits? Why???

About 2 months ago, Fiancé got a wild hair to clean out and rearrange our kitchen. I know, you want to marry him, but you cannot, he is MINE! He cooks too, by the way. Amazing.

Anyhoo, for the past two months, every morning, I go to get my cereal bowl and find the drinking glasses. Every morning, I curse myself for not remembering they have moved. Then, I remember that they were in that spot for 24 months prior to that, so maybe it just takes some time to un-do our old habits. I really hope it does not take me two years to learn this new behavior!

I have used this example with kids as an easy way to think of how hard it is to break a habit. Sometimes, I bust out a calculator and we punch in how many times a day they think they do the OLD behavior (get out of seat without permission, tell themselves they are dumb, forget their homework), then ask how long they have been doing it (2 years? 6 months? 5 years?) and write down the total number of times they practiced the old behavior. Then, we calculate how many times they have done the NEW behavior and write it down. I ask them what they notice. Inevitably, the number of times they have done the NEW behavior is always substantially less, and it keeps the kids from beating themselves up for wanting to change, but not being able to right away. Then the teachable moment is that it takes PRACTICE to do things a new way.

We all can empathize, right? Especially those of us who are human, and break our New Years Resolutions by February. So be patient with yourself too! Okay, please excuse me, I am going to go get my cereal bowl from the new spot. I'm on my way...