Knowledge base

Published:
September 17, 2023
Updated:
September 17, 2023

Children on the autism spectrum often find the long-term goal of producing fine motor skills difficult due to coordination difficulties, developmental delays, sensory issues, or repetitive body movements. Fine motor skills relate to small muscle movements, such as grasping and letting go of objects between fingers, and manipulating those objects in different ways. Fine motor skills involve coordinated use of fingers, hands, and wrists in order to complete a task that involves precise movements. If your child struggles with fine motor skills, such as grasping and manipulating small objects like a crayon or buttons on a shirt, they may have difficulty with academic skills later on such as drawing or writing, as well as with independent life skills such as dressing themselves. Moreover, young children who struggle with holding objects on their own often tend not to have the same interactions with caregivers as their peers with more developed fine motor skills. This delay can limit children’s opportunities to learn language and other social skills from adults. Working with your child to develop the long-term goal of fine motor skills can help them be better prepared for academic, social, and professional situations.

Touching Fingers Together / Clapping

Children on the autism spectrum may find actions such as touching their fingers together or clapping their hands difficult due to sensory and/or coordination challenges. Touching their fingers together is a fine motor skill that can translate to other skills, such as playing games requiring fine finger movement, which can help facilitate emotional/social connections with peers. Clapping is a skill that can be beneficial for social situations, such as celebrations, as well as playing games requiring clapping. Learning these skills can also prove useful for the development of other motor skills in the future, such as pressing small buttons and playing certain sports, for example volleyball, where you have to hit the ball with your hand.

Touching Fingers Together

The ability to touch your fingers together requires fine movement of the hand and fingers and can be difficult for children on the autism spectrum due to the coordination requirement. For some children, the sensation of their fingertips touching may also be unpleasant. Below are some activities that you can do with your child to help them learn the necessary motor skills and become comfortable with touching their fingers together. Touching fingers together can encompass touching fingers of different hands together or touching fingers of the same hand together. An example of the latter is touching the pointer finger and the thumb together in a movement called a pincer grasp.

Guide your child’s fingers together. In order to familiarize your child with the sensation of touching their fingers together as well as the image of what they want to achieve, you can gently guide their hands to the position where their fingers are touching together. Showing them what touching their fingers together will look like with their hands rather than with your hands can help them visualize the goal of their movements and become an important reference for their future actions. If your child finds the sensation of touching their fingers together unpleasant, you can begin this process with them wearing, for example, their favorite gloves, and slowly begin the process of having them touch their fingers together with both gloves on and perhaps move to only one glove, and then reduce the fingers that are covered by the glove when touching.
Start one pair of fingers at a time and slowly add more pairs of fingers. Start slowly with the movement, allowing your child to start touching one finger to its pair at a time. For example, you can start with having your child press their pointer fingers together. Do not rush them and give them encouraging words as they move their hands. Reward them for successfully pressing their pointer fingers together and gently correct their hands if they were unsuccessful. Phase out the rewards as they begin to master the movement. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. Once your child becomes confident and comfortable with touching together their pointer fingers, you can have them practice with their pointer and middle fingers. Begin rewarding again and phase it out as they begin to master the skill. Repeat this process until they are doing it with all five fingers.
Additional resources:

For parent:

For the short-term goal of touching fingers together, you can choose the targets of touching finger to thumb (pincer grip), touching finger to thumb (different hands), touching same fingers from different hands together, etc.

Step 1: Decide what activity you would like your child to do in order to practice touching fingers together. For example, you can choose the target of touching finger to thumb (pincer grip) while working on the short-term goal of touching fingers together. The task analysis for touching finger to thumb (pincer grip) could be as follows:

Sit in a comfortable position.
Raise your dominant hand in front of you where you can comfortably look at it. Hold it up so that your palm and the back of your hand are not facing you.
Bring your thumb forward so it sticks out in the direction your palm is facing.
Bring your pointer finger down until it touches your thumb.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a pinching motion, or a verbal SD (“Time to touch our fingers together!” or “Let’s make a pincer grasp!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 10 sec, 30 sec, 1 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of touching finger to thumb [pincer grip]), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to raise your hand in front of you, then bring your thumb forward, followed by bringing your pointer finger down to your thumb).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at touching finger to thumb (pincer grip) during a session.
Step 6: Track how your child makes progress to meet the target of touching finger to thumb (pincer grip) by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at touching finger to thumb (pincer grip) over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Clapping

The short-term goal of clapping your fingers together combines the gross motor skill of moving your arms and the fine motor skill of having your hands meet palm to palm. Children can find difficulty with not only the coordination involved with the movement, but they may also find the sensation associated with clapping their hands together unpleasant. Some children find the sounds associated with clapping unpleasant because of auditory processing difficulties. Below are some activities that you can do with your child to help them learn the skills and become comfortable with clapping.

Show your child what clapping looks like. When you have your child’s attention, clap with slow and exaggerated movements so that your child can see the whole range of movement. This introduces the movement of clapping to them. Make sure the clapping sound is soft, as to not startle them. As they become more comfortable with clapping, you can increase the speed at which you show them your clapping to help them understand that it is done at varying speeds.
Guide your child’s hands in a clapping motion. Part of clapping is becoming comfortable with the way the body moves. Gently grasp your child’s hands or wrists and slowly guide them into a clapping motion a few times. After you clap their hands together a few times, tell them they did a good job at clapping! If your child finds the sensation of putting their hands together uncomfortable, you can begin this process with their hands covered with, for example, their favorite pair of gloves, and slowly transition away from using the gloves. Reward your child as they become more comfortable with their bare hands touching, and phase the reward out as they begin to master the skill. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Clap along to a song or nursery rhyme. Pick an age- and skill-appropriate song or nursery rhyme to clap along to with your child. This will help them practice the motion of clapping and make it into a fun activity for them to enjoy. It is also important to make sure that the song / nursery rhyme is at a speed at which your child is comfortable moving. For example, you can clap along as you sing / listen to the Pat-A-Cake song and prompt them to copy your moments. It may help to do it once as an example and ask them to do it with you a second time. If needed, guide your child’s hands to clap along to the song, and slowly move away from guiding their hands to having them independently move their hands. Reward them for getting through the song or nursery rhyme with you and phase the reward out as they become more comfortable with clapping along to the song. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement. Once they are confident clapping along to the song/nursery rhyme you chose, pick a new one and begin the process over again.
Additional resources:

For the child:

Additional resources:

For the parent:

For the short-term goal of clapping, you can choose the targets of clapping without assistance, clapping with assistance, clapping along to a rhythm, clapping hands together three times, etc.

Step 1: Decide what type of clapping you would like your child to learn. For example, you can choose the target of clapping hands together 3 times while working on the short-term goal of clapping. The task analysis for clapping hands together 3 times could be as follows:

Sit in a chair and place your hands on your lap.
Bend your elbows to lift and extend your forearms in front of you.
Turn hands so that they are facing each other palm to palm.
With quick movements, bring hands together to clap.
Move hands apart so that they are in the original position, where elbows are bent and forearms are extended in front of you.
Repeat steps 3-5 two more times, so that you have clapped a total of 3 times.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of clapping hands, or a verbal SD (“Time to clap your hands three times!” or “Let’s clap three times!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of clapping hands together 3 times), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to position your arms in front of you, then bring your palms together, followed by bringing hands back to original position).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at clapping hands together 3 times during a session.
Step 6: Track how your child makes progress to meet the target of clapping hands together 3 times by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at clapping hands together 3 times over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Buttoning, Using a Zipper,Tying Shoelaces

For any child to learn to dress themselves independently, they must learn a series of complex steps. The child must possess the cognitive development required to select an outfit and the motor skill development needed to actually put an outfit on by themselves. The motor skills required can take months or years for children (even those not on the autism spectrum) to master. You can assist your child in learning the skills they will need to dress themselves by helping them improve their fine motor skills related to some of the basic aspects of dressing, such as buttoning, using a zipper, or tying shoelaces. When children are able to dress themselves, they gain confidence, independence, and self-care skills. In addition, they are developing skills related to range of motion, coordination, memory, sequencing, spatial awareness, and body awareness.

Buttoning

The short-term goal of buttoning requires mastering a number of different skills, including visual attention, coordinated two-handed skills, and the cognitive skills of planning and sequencing. Below are some strategies you can use to help your child learn the motor skills required to master buttoning.

Start with oversized buttons. You can find oversized buttons at online retailers (e.g., amazon.com) by searching for “kids buttons.” If you have an old shirt or some other piece of clothing with buttons on it, replace the regular-sized buttons with the oversized buttons and cut the buttonholes large enough for the oversized buttons to slide in (fit through). While this can take some time, providing your child with oversized buttons can make it easier for them to learn the tasks of buttoning and unbuttoning, especially if their fine motor skills are still developing and they struggle with grasping smaller buttons.
Unbutton first using backward chaining. “Backward chaining” in buttonning is when an adult completes most of the steps of buttoning / unbuttoning and a child completes the final step. In order to learn how buttons and buttonholes work, showing your child how to unbutton first can help them understand the dynamics of how a button slides in and out of the buttonhole. You can use backward chaining to button a series of buttons while your child watches first, then unbutton most of them and ask your child to unbutton the final one. Your child will likely feel a sense of accomplishment at having been the person to complete the task, which can motivate them to continue to learn more of the skills to button and unbutton.
Name the steps. When showing your child the steps for buttoning and unbuttoning, it is very helpful to name each of the steps as you go along.There can be four steps to unbuttoning:

Pinch the button
Find the hole
Pull apart
Slide out

And there can be five steps to buttoning:

Pinch the button
Find the hole
Slide in
Grab on
Pull

Using consistent and concise language to label each step as you demonstrate it and as you coach your child through learning to master each step themselves can help them understand the different steps involved in buttoning and unbuttoning.

Practice one step at a time. Each of the above steps requires different movements and motor skills. Rather than expecting your child to master all steps in a single session, focus on one step at a time. Consider using backward chaining (see above).

Pinch the button. Using a shirt or any piece of clothing that has buttons on it, show your child how to pinch the button with one hand. Next, gently use their fingers to pinch the button while saying “Pinch the button”, then move their fingers away. Repeat the request that they “Pinch the button” themselves. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Find the hole. In this step, your child learns to locate the hole the button goes into with the hand that is not pinching the button. Gently press your child’s thumb against the hole while saying “Find the hole” and then move your child’s thumb away. Ask your child to then do this movement themselves by asking them to “Find the hole.” Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Slide in / slide out. Once your child has mastered the ability to pinch the button with one hand and find the hole with the other, they are likely ready to try to slide the button into the hole. While your child is pinching the button with one hand and has the thumb of their other hand on the hole, gently use your hands to guide them through the process of sliding the button in and out of the hole while saying “Slide in” or “Slide out.” Remove your hands from your child’s and ask them to “Slide in” or “Slide out” on their own. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Grab on. This can be one of the most challenging steps in the process of buttoning and unbuttoning for children to master. It can be useful in teaching this step to use oversized buttons and holes (see above). In this step, your child must grab onto the button with the hand that had been holding the hole. Gently guide your child through this process while saying “Grab on” and repeat the request as they work to do it themselves. This shifting takes quite a bit of practice and you may need to continue to help your child with this stage even if they master the other steps in buttoning. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Pull. Pulling the button through the hole is the final step in buttoning. Once your child is able to “grab on,” gently use your own hands to guide them through the process of pulling the button through the hole while saying “pull.” Then, remove your hands from theirs, put the button back into the “grab on” position, and tell your child “pull” to request they do the action themselves. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

Practice on clothing that isn’t being worn first. One of the biggest challenges children face when learning how to button in the context of dressing themselves is the need to watch what their fingers are doing as they button. Because of this, it can be helpful for children to practice buttoning and unbuttoning using clothing they aren’t wearing. Simply use one of your child’s items of clothing (or one of yours!) to help them learn to button and unbutton and once they have mastered the steps, you can start practicing with the item of clothing on your child instead. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Additional resources:

For parents:

For the child:

For the short-term goal of buttoning, you can choose the targets of unbuttoning one button, buttoning one button, placing buttons into a slot in a container, etc.

Step 1: Decide what method of buttoning you would like your child to learn. For example, you can choose the target of buttoning 1 button while working on the short-term goal of buttoning. The task analysis for buttoning 1 button could be as follows:

Stand in front of a mirror while wearing a shirt with buttons that are not buttoned.
Look in the mirror and locate the top button on the shirt.
Look in the mirror and locate the top buttonhole on the shirt.
With dominant hand, grasp the top button between thumb, pointer, and index finger.
With opposite hand, grasp the fabric at the top buttonhole.
Pull the button towards the fabric in the opposite hand.
Align the button with the buttonhole so that the thin, outside part of the button is aligned with the hole.
While holding the fabric where the buttonhole is, slide the button in the hole.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a shirt with buttons, or a verbal SD (“Time to button your shirt!” or “Let’s learn to button a shirt!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of buttoning 1 button), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to separately grab each side of the shirt with the button and buttonhole, then bring the button to the hole, followed by sliding the button through the hole).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at buttoning 1 button during a session.
Step 6: Track how your child makes progress to meet the target of buttoning 1 button by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at buttoning one button over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Using a Zipper

The short-term goal of using a zipper requires mastering a number of different skills, including two-handed coordination, sequencing, and visual attention. Below are some strategies you can use to help your child learn the motor skills required to master the short-term goal of using a zipper.

Backward chaining. “Backward chaining” in zipping or unzipping is when an adult completes most of the steps of zipping or unzipping and a child completes the final step.You can use backward chaining to hook the latch of a zipper and partially zip up the zipper while your child watches first, then ask your child to pull the zipper the remainder of the way up. Your child will likely feel a sense of accomplishment at having been the person to complete the task, which can motivate them to continue to learn more of the skills required to use a zipper.
Add oversized pulls to zippers. If your child struggles with grasping the end of zippers either because of their size or due to sensory issues, try adding oversized pulls to the ends of zippers in colors and/or textures that are appealing to your child.
Teach your child about the parts of a zipper. Some children may have an easier time learning to use a zipper if they understand the parts of zippers and what each part does. Using an oversized zipper or a regular sized zipper on a piece of clothing that isn’t being worn, label each part of the zipper and (being aware of any sensory issues your child might have) have them handle each piece in their hands.

The zipper pull is the long piece that hangs down. This is the piece you hold to zip and unzip the zipper.
The zipper tongue is the part that fits into the zipper pull.
The zipper teeth are the small bumpy pieces that run the length of the zipper and fit together when you zip up the zipper and come apart when you unzip the zipper.
The zipper box is the small box at the bottom of a zipper where the zipper tongue is inserted.

Model zipper use. Each time you have the opportunity to model using a zipper on your own clothing, show your child how you zip up the zipper on your own clothing a few times and talk them through each step. Consider adding backward chaining into this modeling process.
Practice on clothing that isn’t being worn first. One of the biggest challenges children face when learning how to zip and unzip a zipper in the context of dressing themselves is the need to watch what their fingers are doing. Because of this, it can be helpful for children to practice using a zipper on clothing they are not wearing. Simply use one of your child’s items of clothing (or one of yours!) to help them learn to use a zipper and once they have mastered the steps, you can start practicing with the item of clothing on your child instead. Use positive reinforcement to encourage them to repeat that desired behavior: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Additional resources:

For parents:

--> Teach your youngster how to zip & unzip in 3 simple steps - YouTube

For the child:

--> How to Zip a Zipper - Life Skills for Kids! - YouTube

For the short-term goal of using a zipper, you can choose the targets of zipping a zipper up or unzipping a zipper.

Step 1: Decide what method of zipping you would like your child to learn. For example, you can choose the target of unzipping a zipper while working on the short-term goal of using a zipper. The task analysis for unzipping a zipper could be as follows:

Stand in front of a mirror while wearing a zipped jacket.
Look in the mirror and locate the zipper pull.
With dominant hand, grasp zipper pull between thumb, pointer, and index finger.
With opposite hand, grasp the fabric on the top of the jacket next to the zipper pull.
Hold in place the fabric above the zipper pull.
Move your arm and hand in a downward motion to pull the zipper down to where it ends at the bottom of the jacket.
Take the hand that was holding the fabric at the top and grasp the fabric at the bottom of the jacket under where the zipper pull is now.
While holding the zipper pull in dominant hand, pull the fabric with the other hand to remove the zipper tongue from the zipper box.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a person unzipping a jacket, or a verbal SD (“Time to unzip your jacket!” or “Let’s learn to unzip a jacket!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of unzipping a zipper), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to separately grab each side of the jacket with the zipper and fabric opposite of the zipper, then pull the zipper down to the bottom of the jacket, followed by sliding the zipper tongue out of the zipper box).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at unzipping a zipper during a session.
Step 6: Track how your child makes progress to meet the target of unzipping a zipper by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at unzipping a zipper over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Tying Shoelaces

The short-term goal of learning to tie shoelaces requires a number of different skills to master, including two-handed coordination, sequencing, and visual attention. Below are some strategies you can use to help your child learn the motor skills required to master the short-term goal of tying shoelaces.

Decide on a method. There are a wide variety of approaches people use to tie their shoelaces. Before helping your child learn to tie their own shoelaces, it can be helpful to first identify what method you use to tie shoelaces or, alternatively, to identify what method you will be using to teach your child (if this will differ from the method you use). YouTube videos are a great place to start.
Teach and name individual steps. Once you’ve identified which method for tying shoelaces that you’ll be using, identify a series of steps you can break the method down into. Then, teach your child each individual step gradually, building one on the next. Perhaps in one session, you focus on step 1. Then, in another session, you focus on steps 1 and 2. Remember to name each step (clearly and concisely) so you can use verbal requests to guide your child through the steps. For example, perhaps step 1 is to “Hold each shoelace.” Perhaps step 2 is to “Criss-cross.” Use positive reinforcement to encourage your child as you work through each stop in the process: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Use a song. Tying shoelaces can be particularly challenging for children to master, so it can be useful to incorporate a song into the process. This lightens the experience and makes it a fun one; it can also help your child remember the steps or provide a different method of instruction which might appeal to your child. You can make up your own song or, depending on the method you’re using, you might be able to find some videos online with songs that appeal to your child. Before using an online song or a video with your child, watch or listen to it on your own first and consider any sensory struggles your child may have.
Backward chaining. “Backward chaining” as it relates to tying shoelaces is when an adult completes most of the steps of tying/untying shoelaces and a child completes the final step. You can use backward chaining to complete most of the steps of tying a pair of shoelaces while your child watches first, then ask your child to pull the laces tight (or whatever the final step is in your method). Your child will likely feel a sense of accomplishment at having been the person to complete the task, which can motivate them to continue to learn more of the skills required to tie their own shoelaces.
Practice on shoes that aren't being worn first. One of the biggest challenges children face when learning how to tie shoelaces in the context of dressing themselves is the need to watch what their fingers are doing. Because of this, it can be helpful for children to practice tying shoelaces on shoes they aren’t wearing. Simply use one of your child’s shoes with shoelaces (or one of yours!) to help them learn to tie shoelaces and once they have mastered the steps, you can start practicing with shoes your child is wearing instead. Use positive reinforcement to encourage them: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Be patient and identify alternatives. Tying shoelaces is a complex skill. It will likely take quite a bit of time for your child to learn to tie their own shoelaces. This is true for neurotypical as well as neurodiverse children. Remember to be patient throughout this process. It can also be helpful to identify potential alternatives to traditional shoelaces while your child is still learning this skill. Providing your child with alternatives to traditional shoelaces can allow your child to wear the shoes they prefer (if they prefer ones with laces) without worrying about needing to tie their shoelaces.
Additional Resources

For the child

For the short-term goal of tying shoelaces, you can choose the targets of tying shoelaces of shoes you are wearing into a bow, untying shoelaces of shoes you are wearing, tying shoelaces of shoes you are not wearing into a bow, untying shoelaces of shoes you not are wearing, tying a knot, etc.

Step 1: Decide what method of tying shoelaces you would like your child to learn. For example, you can choose the target of tying shoelaces of shoes you are wearing into a bow while working on the short-term goal of tying shoelaces. The task analysis for tying shoelaces of shoes you are wearing into a bow could be as follows:

While wearing a shoe with an untied shoelace, sit in a chair or on the floor in a position where you can reach your shoes.
Using both hands, grasp each of your shoelaces below the tip with the corresponding hand.
Cross the shoelaces so they form an X and lay them down (let go of the laces).
Pull both laces outward (so they make a T with the shoe) to tighten.
Grasp one shoelace with the corresponding hand and make a “bunny ear” and continue to hold.
Repeat with the other shoelace and continue to hold.
With dominant hand, move the “bunny ear” made by the corresponding shoelace so that it is behind the other “bunny ear.”
Put this “bunny ear” through the new loop that is below both “bunny ears.”
Grasp both “bunny ears” with the corresponding hand and pull outward (so that they make a T with your shoe) until it forms a bow.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of someone tying their shoes, or a verbal SD (“Time to tie your shoes!” or “Let’s learn to tie shoes!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of tying shoelaces of shoes you are wearing into a bow), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to cross shoelaces, then form two “bunny ears”, followed by looping one bunny ear through the loop below both “bunny ears”).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at tying shoelaces of shoes you are wearing into a bow during a session.
Step 6: Track how your child makes progress to meet the target of tying shoelaces of shoes you are wearing into a bow by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at tying shoelaces of shoes you are wearing into a bow over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Using Building Blocks

Children on the autism spectrum can display difficulty with the hand-eye coordination and fine motor skills necessary to build simple and complex structures in the context of the short-term goal of using building blocks. They can also find utilizing building blocks difficult due to repetitive behaviors or sensory processing issues. Learning the relevant skills for playing with blocks can help your child by giving them a creative outlet, provide opportunities for collaboration in social situations, and help your child understand cause and effect relationships. Below are some strategies to help your child learn the short-term goal of using building blocks.

Begin with square building blocks. Before introducing additional shapes, begin with square building blocks. As your child becomes more confident building simple structures with square blocks, you can introduce a different shape, such as rectangles. Once they have successfully incorporated rectangles into their building, you can add triangles, and so on.
Model building a structure. Build a simple structure and have your child copy it. For example, build a simple tower out of three blocks. Ask your child to build the same structure with their own blocks. If they are unsuccessful, gently guide them. If they are successful, use positive reinforcement to encourage them: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Additional resources:

For parents:

For the short-term goal of using building blocks, you can choose the target of stacking blocks to make a tower, stacking blocks to make a house, stacking blocks into two towers, etc.

Step 1: Decide what structure you would like your child to learn to build using building blocks. For example, you can choose the target of stacking blocks to make a tower while working on the short-term goal of building blocks. The task analysis for stacking blocks to make a tower could be as follows:

Place all blocks to the side and leave an empty space in front of you.
Take a block and place it in front of you.
Wait about 5 seconds to make sure it will not fall over.
Grab another block and place it on top of the first.
Wait about 5 seconds to make sure it will not fall off of the first block.
Grab a third block and place it on top of the second.
Wait about 5 seconds to make sure that the blocks will not fall over.
Repeat until all blocks have been stacked on top of each other.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a stack of wooden blocks, or a verbal SD (“Time to build a tower!” or “Let’s build a tower out of blocks!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of stacking blocks to make a tower), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to place the first block on the floor, then add one on top and wait to see if it will fall, followed by adding another block and waiting to see if it will fall).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at stacking blocks to make a tower during a session.
Step 6: Track how your child makes progress to meet the target of stacking blocks to make a tower by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at stacking blocks to make a tower over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Writing and Coloring (Holding a Writing or Drawing Tool)

As infants, we all tend to use a “fisted grip” when we hold items. As we get older and our fine motor skills develop, our ability to grasp and manipulate items in more functional ways also improves. For some children with a disorder on the autism spectrum, moving from using a “fisted” grip on writing or drawing tools to a more functional grip can be challenging due to issues with repetitive behavior, sensory processing issues, and challenges with fine motor skills. While your child may be able to hold items like a crayon using a fisted grip in order to make marks on paper, it is important to help your child learn to hold writing and drawing tools in a functional way, so that they are able to use them to write or draw deliberately. These kinds of pre-writing skills can help prepare your child for future academic situations and, in a more long-term sense, future professional situations. Below are some strategies to help your child learn the short-term goal of writing and the short-term goal of coloring.

Work up slowly using different sizes. Your child will not go from using a fisted grip to a functional grip overnight. They will need your support to move gradually from holding items using a fisted grip to holding writing or drawing tools more precisely and functionally. To start, it can be useful to offer your child “easy grip” writing and drawing utensils that require that your child hold them using a non-fisted grip. For example, egg-shaped or triangle-shaped crayons require your child to use a more effective grip than a fisted grip in order to use them, but do not require the kind of precise grip that writing with a pencil requires. As your child’s ability to hold these items improves, try offering short, chunky writing tools, such as a broken crayon or a short pencil. Again, these types of small tools should be too small for your child to use with a fisted grip, but don’t require that your child use an extremely precise grip in order to use them. Use positive reinforcement to encourage your child as they practice using these “easy grip” items: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Encourage eye-hand coordination. One way to help your child develop the motor skills to more precisely hold a crayon or pencil is to give them opportunities to develop eye-hand coordination. You can encourage them to use individual fingers to accomplish precise tasks like popping bubbles or making shapes in sand or foam soap. Using a single finger helps your child develop motor planning skills, visual perception skills, and coordination skills that will help prepare them for using their hands and fingers in the precise ways that holding a pencil to write or a crayon to draw requires. Use positive reinforcement to encourage your child as they practice using these skills: offer a piece of candy, a small toy, etc. Phase out the positive reinforcement when the skill has been sufficiently acquired. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
Try weighted pencils. Some children on the autism spectrum struggle with holding and using pencils effectively because sensory processing issues can make applying appropriate pressure to write using the pencil difficult. Weighted pencils are heavier and thicker than regular pencils, which can help a child on the autism spectrum more effectively use them. Keep in mind, however, that some children on the autism spectrum might find the added weight of a weighted pencil distracting or frustrating.
Try pencil grips. Some children struggle with holding a typical pencil but are able to do so with a pencil grip. There are a variety of different types of pencil grips available which help to direct your child where they should place their fingers when holding a pencil. They are also available in a wide variety of colors, textures, and shapes, so keep in mind any strong preferences or dislikes your child may have when choosing one that is a good fit for them.

Additional resources:

For parents:

For the child:

Writing

For the short-term goal of writing, you can choose the targets of holding a writing utensil, writing a line on paper with a writing utensil, copying shapes and patterns with a writing utensil, or tracing letters and / or numbers with a writing utensil.

Step 1: Decide what writing method you would like your child to learn. For example, you can choose the target of tracing letters with a writing utensil while working on the short-term goal of writing. The task analysis for tracing letters with a writing utensil could be as follows:

Sit at a table with a pencil and piece of paper that has letters already written on it.
With non-dominant hand, pick up the pencil with the writing tip pointed down and the eraser pointed up.
Use dominant (writing) hand and make an OK sign, where your thumb and pointer finger make a circle and the remaining three fingers are pointed into the air.
Open the thumb and pointer finger slightly, put the pencil between the fingers and grasp the pencil.
Move the middle finger to grasp the back of the pencil and relax index and pinky fingers.
Bring the pencil down to the paper with the writing tip still down and put the writing tip onto the paper.
If necessary, use other hand to hold the piece of paper so it does not move when you start to draw.
Move the pencil over the lines of the letters on the paper.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a person writing, or a verbal SD (“Time to trace some letters!” or “Let’s trace some numbers!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of tracing letters with a writing utensil), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pick up and grip the pencil, then move the pencil over the letters on the paper).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at tracing letters with a writing utensil during a session.
Step 6: Track how your child makes progress to meet the target of tracing letters with a writing utensil by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at tracing letters with a writing utensil over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Coloring

For the short-term goal of coloring, you can choose the targets of coloring in simple shapes, coloring simple pictures, or coloring complex pictures.

Step 1: Decide what you would like your child to learn to color. For example, you can choose the target of coloring in simple shapes while working on the short-term goal of coloring. The task analysis for coloring in simple shapes could be as follows:

Sit at a table with a box of crayons and a coloring sheet that shows simple shapes set on the table.
With non-dominant hand, pick a crayon from the box with the writing tip pointed down and the flat end pointed up.
Use dominant (writing) hand and make an OK sign, where your thumb and pointer finger make a circle and the remaining three fingers are pointed into the air.
Open the thumb and pointer finger slightly, put the crayon between the fingers and grasp the crayon.
Move the middle finger to grasp the back of the crayon and relax index and pinky fingers.
Bring the crayon down to the paper with the writing tip still down and put the writing tip onto the paper.
If necessary, use other hand to hold the piece of paper so it does not move when you start to color.
Pick a shape to color in.
Move the crayon back and forth within the lines of the simple shape.
When the shape is colored in to your satisfaction, repeat the process with another color and a different shape.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of different colored shapes, or a verbal SD (“Time to color!” or “Let’s color in some shapes!”).
Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of coloring in simple shapes), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pick up the crayon, then color in the shape).
Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at coloring in simple shapes during a session.
Step 6: Track how your child makes progress to meet the target of coloring in simple shapes by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at coloring in simple shapes over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

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Motor Skills - Fine Motor Skills