We’ve all been there in the disability field. We have a goal to reach, whether it’s a therapy target or understanding the ins and outs of an IEP goal. It’s tempting to fall back on the tried-and-true method of hand-over-hand prompting. While this technique may still in our toolbox from prior training, it’s becoming clear that it is somewhat outdated and should only be used when nothing else has worked rather than being a tool we rely on.
What if we put ourselves in our spellers’ shoes for a moment? Imagine living with a motor disability and striving to control your movements. Then, an adult, often someone in authority, comes along and expects you to perform a simple task, such as pointing to the correct color on a flashcard. But no matter how hard you try, your body simply doesn’t cooperate. Instead, the adult places their hand over yours, pushing your hand towards the correct color. What does that teach you? You learn that you don’t have control over your body. In that moment, you lose your control, your autonomy, and your freedom of movement.
While hand-over-hand prompting may feel like the easy way to teach, it’s time to reconsider how effective it really is. When we use hand-over-hand, we are essentially making the person perform the task instead of teaching them how to do it. In S2C, we focus on breaking down the motor and coaching! And in day-to-day activities and learning, we should do the same. Not just because our spellers learn how to complete tasks, but it’s also an essential aspect of presuming competence. This is why fading our prompts in S2C is critical!
Example: Hand-Over-Hand
Let’s talk about the key idea of consent. For many of our nonspeaking students, particularly those just starting to learn how to spell, giving consent might not be an option. Nevertheless, understanding consent is incredibly important. If we think about using hand-over-hand prompting, we should first seek consent. Respecting our students’ autonomy not only empowers them but leads to more effective and meaningful learning experiences.
What about the sensory aspects of autism? We know that if we are in the autism space, discussions around sensory profiles are inevitable. Once our spellers are open, we can ask them what they prefer. But a brand-new speller, we don’t know what sensory experiences they require or desire, nor do we know what might trigger them. Some spellers enjoy the tactile sense of touch, while others cannot tolerate such sensations. By using hand-over-hand prompting, we may inadvertently cause dysregulation in their sensory systems.
It also conveys the wrong message to our spellers. It tells them that they are not in control of their own bodies. This is particularly sensitive for our spellers, who are already part of a vulnerable population. We want them to be able to advocate for themselves at all levels and not to feel as if they lack control over their own bodies. Making them feel as though they are not in control can lead to dysregulation.
So, what should we do instead?
We model, and we coach. When we have tried motor coaching and prompting and need further support, we can also use hand-under-hand techniques rather than over-hand. This still allows your speller to pull back if they need to or if they are feeling uncomfortable. They remain in control. We use our motor coaching skills as we do in an S2C session. We break down motor skills, fade back our prompts, and presume competence not just in the brain but also in the body.
Example: Hand-Under-Hand
Example: Motor coach
Meet the Author
Vicky is a certified S2C practitioner based at The Sisu Hub in Johannesburg South Africa. In her spare time, she loves working with guide dog pups in training, reading with her two cats, and trying different crafting activities which are often inspiration for the classes at The Sisu Hub and VAKTs in lessons.
