Tier 1 Strategies for Sensorimotor Needs

Definition:Within an RtI model of education, Tier I is considered the universal level. Tier I within RtI is developed to ensure high quality instruction that meets the educational needs of the majority (80-90%) of students. The role of occupational or physical therapist at the universal level is in the promotion of universal design for learning. Their input will likely be minimal. Nevertheless, their background in ergonomics, developmental sequence of handwriting skill acquisition, understanding of relationship between movement breaks and improved performance, etc…may be of great benefit at the classroom, building, or district level. Within Tier I, they have no role at the individual student level.

Subject / Benchmark Areas from Standards / Issue/Needs / Strategy
Reading / Comprehension / Generating picture/writing response / -Provide drawing/writing prompt for main idea and student fills in details
-Use outlines to structure task
-Visual model of similar examples
-Color blocks
-Brain Gym
Fluency / Tracking text left to right, top to bottom / -Use index finger to scan page left to right
-Green line on left margin of text
-Use bookmark to track line by line
-Color transparencies
-Windows to highlight section the student is reading
-Manipulative strategies by moving pennies off words as student reads
Phonics / Recognize and name all letters / -Pair motor activity of circling/underlining targeted letters on practice worksheets
-Practice worksheets for common letter reversals
-Choral reading
-Singing
-Music and rhythm
Writing / Presentation/ Legibility
*set criteria for acceptable work and teach children to evaluate their own writing. Return unacceptable work. Display good models of writing.
*See Physical Access for poor pencil grip / Line Use / -Highlight bottom line
-Use appropriate lined paper that supports student development
-Bump the lines
-Highlight every other line to write on
Margin Use / -Start/Stop paper
-Red line/green line highlights on margin sides
-Wiki sticks on margin
-Teach the concept of “nothing” in the margins
Spacing / -Teach using finger as spacer
-Popsicle stick
-Yellow sticky
-Graph paper
-Keyboard space
-Discs or pennies to mark space
Letter formation / -Reteach targeted letters
-Dot for where to start letter
-Extra practice of targeted letters
-Short, frequent handwriting lessons and practice
-Check proper paper placement (20-35 degrees to L for R handers and 30-35 degrees to the R for L handers)
-Put tape on desk to help student align paper
-Clear, consistent language to describe the formation of stokes
-Practice writing on vertical surface
-Teach self editing and peer editing
-Multisensory practice/experiences
-Slant board (3 ring notebook)
-Hand warm up
-Finger plays
-Spirals warm up
Difficulty copying from chalkboard / -Seat student close to chalkboard
-Write only small amounts on chalkboard at a time
-Use different colored markers to write different portions of the material
-Offer a copy of notes to student
-Have buddy/peer write
-music
Math / Developing number sense / Written Expression of Numbers / -Graph paper to line up numbers place value
-Identify common reversals and practice
-Math stories
Patterning / -Use visual model
-View – Practice – Review
-Rap music or rhythm
-Math facts
Math Manipulatives / -Modeling
-Change the manipulative for easier access (eg. Roll balls of play dough)
-Movement with numbers
-Magnets for more stable manipulatives for students who have fine motor difficulties
Behavior / Learning / Organization / -Analyze task and modify with scaffolding
-Teach organizational strategies
-Visual schedules
-Model organizational strategies
-Role playing
-Have organizational tools available
-Weekly organizational time for cleaning desk and organizing materials
-Peer pairing to help with organizational practice
-Music
-Use colors to organize papers by subject
Decision making / -Teach self advocacy
-Role play problem solving
-Set goals for plan of action
-Structure discretionary time
-Teach self monitoring behavior
-Teach transition skills
-Social stories
Knowing and following school and classroom rules/routines / -Visual schedule for class routine
-Visual prompt for classroom rules
-Recognize and praise good models
-Prepare student for new situations
-Establish systems and routines
-Frequent positive reinforcement
Attending / -Teach core attending skills
-Predictable routine
-Movement breaks
-Visual reminders
-Modify task to meet student’s level of performance
-Increase stimulation or sensory feedback of activity
-Attach meaning to activity
-Provide balance of alerting and calming activities throughout the day
-Stand up and move chair or push ups
-Monitor amount of sustained participation on part of the student
-Music
-Quiet hands (1-2-3 eyes on me)
-Separate focus area with rocking chair, cube chair, blanket, bean bag
-Make study corral with 3 ring notebook
-Consider lighting
-Preferential seating
-Close classroom door to decrease hallway noise
-Yoga poses
-Brain Gym
-5 breaths
Physical Access / Access and accomplish activities that require physical functioning / Maintaining appropriate posture in chair or on floor / -Check for appropriate chair and desk size, feet should be flat on floor (90,90,90 rule)
-Check need for support during floortime such as leaning back against wall or other object
-Allow learning in different positions
-Duct tape
-Phone books under feet
Managing academic environment - playground equipment, stairs, school terrain, obstacles in classroom, bathrooms / -Provide walk through familiarity of school environment and safety precautions
-Stairs – teach student to use hand rail and appropriate side to walk on
-Obstacles in classroom – provide clear walkways
-Model and teach bathroom routine and how to use toilet, sink, paper towel dispenser
-How to walk in half time
Manipulating and using classroom tools – scissors, calculators, rulers, pencils / -Model use
-View – Practice – Review
-Check for appropriate size of scissors and pencils
-Use fat pencils and triangular pencils for beginning writers to encourage proper pencil grip
-Teach pencil grip
-Short pencil (golf size)
-Wrap masking tape on scissors
-Straws to cut in box
-Pencil grips
Technology / Access Equipment/
Software / Software – tool bar, folders, login/logout, finding icons, sequence of document building in program, remembering to save / -Provide laminated instructions or other visual instructions at desk near computer
-Model sequence
-Yellow sticky for save reminder
-View – Practice – Review
-Stickers on keys
-Prop keyboard
Equipment
-left click/right click on mouse
-visually accessing teacher projector screen / -Put sticky dot on one side to differentiate right from left
-Seating close to projector screen
-Provide laminated instructions at desk
-Chair facing screen or teacher
Physical Education / Fitness Concepts and Movement Skills / Skill Development / -Break down task for the “parts to whole” learner
-Provide visual modeling
-Check for understanding through demonstration
-View – Practice – Review
-Work with a peer
-Provide example of end result for the “whole to parts” learner
-Provide structure for the over stimulated students
-Have student verbalize steps of skill
-Provide intervals of activity and rest for the low energy student
-Grade task
-End of line to allow more processing time

Compiled by: Carol Chop MS,OTR and Sara Ellison OTS with additional contribution of ideas from St. Vrain Valley Schools Occupational Therapists