Fine motor skills refer to the coordinated movements and control of the small muscles in our hands, fingers, and wrists. These skills involve precise and delicate movements that enable us to perform tasks such as writing, buttoning clothes, using utensils, and manipulating small objects.

Fine motor skills encompass a range of abilities, including:

• Grasping and manipulating objects
• Hand-eye coordination
• Finger dexterity
• Precision and control in movements

Does autism affect fine motor skills?

Individuals with autism may experience fine motor skills challenges, which can significantly impact their daily lives. These difficulties can affect various areas of functioning, such as:

• Impaired fine motor skills can affect handwriting, drawing, and other activities requiring precise control, potentially impacting academic performance.
• Fine motor skills can impact independence and self-care abilities, particularly in tasks such as dressing, buttoning, and tying shoelaces.
• Fine motor challenges can affect social participation. Individuals might face difficulties with activities requiring fine motor skills, like playing with small toys or participating in arts and crafts with others.
• Fine motor difficulties can impact daily tasks like using utensils, brushing teeth, and opening containers, which may result in frustration and decreased independence.

Enhancing Fine Motor Skills in Autism

Several effective strategies can be employed to enhance fine motor skills in individuals with autism spectrum disorder (ASD). These strategies aim to improve coordination, agility, and control over small muscle movements. Some of the key strategies include:

• Occupational Therapy: Occupational therapists collaborate with families to pinpoint specific challenges and develop personalized intervention strategies, which may involve activities focusing on hand-eye coordination, finger strength, and precision. They may incorporate activities like:
  • finger painting,
  • drawing and coloring,
  • cutting and pasting,
  • playdough,
  • puzzles,
  • and building with blocks to improve hand control and manipulation skills.
• Sensory Integration Techniques: Sensory integration techniques focus on managing sensory input to enhance sensory processing, leading to improved coordination and motor skills. Engaging in activities like:
  • swinging,
  • jumping,
  • sensory bins,
  • and exploring textured materials can support the development of body awareness and coordination in individuals with ASD.
• Assistive Devices and Adaptive Tools: Assistive devices and adaptive tools can support children with ASD in managing fine motor challenges through features like improved grip, stability, and customized designs tailored to their unique requirements. Examples of assistive devices and adaptive tools include:
  • pencil grips,
  • weighted utensils,
  • and specialized keyboards.

Remember, including daily living skills in the daily routine can help enhance fine motor skills. Here at LeafWing, we encourage parents to allow their children to engage in activities suitable for their age like tying their shoes, zipping up their jackets, or buttoning their clothes. With older children, you can get them involved in meal preparation like cutting soft fruits or vegetables or spreading condiments. It’s crucial to customize activities based on each child’s strengths and offer the right kind of help and encouragement.

By implementing specific strategies, children with ASD can improve their fine motor skills when partnering with professionals like occupational therapists and embracing targeted interventions. With dedication, practice, and the right tools, children with ASD can enhance their fine motor skills and increase their independence in daily activities. LeafWing offers therapy plans to strengthen fine motor skills and would happily partner with you and your child.

Understanding the link between autism and fine motor skills is crucial in identifying appropriate strategies and interventions to support children with ASD in developing and enhancing their fine motor abilities.

The term “discriminative stimulus” is used in ABA therapy to refer to an environmental cue that indicates to an individual whether a certain behavior will result in reinforcement or not.

A discriminative stimulus is a key feature that does not directly cause a behavior but instead provides the context for the behavior.

Each discriminative stimulus indicates the chance to receive reinforcement for a specific behavior or set of behaviors. This trained discriminative stimulus always allows for positive reinforcement. If the behavior does not occur, there will be no reinforcement.

Why is Discriminative Stimulus important in ABA therapy?

Developing social skills is an essential part of childhood growth. While some kids breeze through it, children on the autism spectrum often face challenges in the social arena. This means that responding to specific cues may not come naturally to them, but fear not! With the help of an amazing ABA therapist, they can learn and practice the art of appropriate responses. Through the course of ABA therapy, these kids can unlock a world of positive social interactions with their buddies, family, and even new pals in their community!

How is Discriminative Stimulus Used in ABA Therapy?

The discriminative stimulus is an important aspect of ABA therapy. It assists individuals with ASD in acquiring new behaviors and skills by offering clear signals regarding the expectations in a given situation.

In ABA therapy, therapists utilize discriminative stimuli to prompt individuals to engage in specific behaviors. Once the behavior is performed correctly, it is reinforced by the therapist. Through repetition, individuals learn to associate the discriminative stimulus with the behavior and eventually perform it independently without prompting.

ABA therapists utilize the concept of the ABCs (Antecedent, Behavior, and Consequence) to gather information about the antecedent stimulus of the patients they work with.

The ABC model of behavior is an ABA (applied behavior analysis) technique used by therapists to help individuals understand and work toward changing their behavior. The ABC model examines the antecedent stimuli that precede a particular behavior, the behavior itself, and the consequences that follow.

A Discriminative Stimulus (DS) is an antecedent that elicits an individual’s response due to certain stimuli in its environment. This type of stimulus can be either external or internal; external stimuli include sights, smells, sounds, tastes, and tactile sensations, while internal stimuli include thoughts.

The antecedent is alternatively called the discriminative stimulus. When that’s found, they’ll move on to seek out a new antecedent or respond differently to the behavior of an older discriminative stimulus.

A discriminative stimulus (DS) is an antecedent used in the study of operant conditioning. It refers to a stimulus that has been associated with a response. A DS serves as a cue for the individual to perform a certain behavior or can be used to evoke a particular response from the individual.

Examples of Discriminative Stimulus in ABA Therapy

Here are a few examples of how discriminative stimulus is used in ABA therapy:

1. Teaching a child to request a snack: The discriminative stimulus might be the presence of the snack in the room. When the snack is present, the child is more likely to ask for it. If the snack is not present, the child is less likely to ask for it.
2. Teaching a child to follow directions: The discriminative stimulus might be the therapist saying, “Touch your nose.” When the therapist says this, the child is more likely to touch their nose. The child is less likely to touch their nose if the therapist does not say anything.
3. Teaching a child to use the toilet: The discriminative stimulus might be the presence of the toilet in the bathroom. When the child is in the bathroom, they are more likely to use the toilet. If they are not in the bathroom, they are less likely to use the toilet.

Remember, if the child doesn’t carry out the task and refuses to do as asked, then no reward is given. No punishment needs to be administered during the situation. Unfavorable punishment for a child showing undesirable behavior isn’t recommended for any autistic child. The rewards are given to influence and reshape the child’s behavior.

A Discriminative Stimulus (DS) is a type of reinforcement used to help shape the behavior of an autistic child. It involves setting up a positive environment and rewarding when the desired behavior is demonstrated. Such rewards can range from verbal praise and attention to tangible items such as treats or toys. The rewards should be timely, consistent, and relevant to produce desired results.

How Parents and Caregivers can reinforce Discriminative Stimulus

While ABA therapy is usually conducted in a clinical setting, it is important for parents and caregivers to be involved to ensure that learned behaviors and skills are applied in the home environment.

Parents and caregivers can support the use of discriminative stimuli at home by collaborating with their child’s therapist to identify effective cues for specific behaviors. The therapist can offer guidance on selecting stimuli that are clear, specific, and easily distinguishable from other environmental cues.

For example, if the discriminative stimulus for requesting a snack is the presence of the snack itself, parents might keep a small bowl of snacks on a low shelf where their child can see them. When their child wants a snack, they can point to the bowl as a cue to request one.

Parents and caregivers should consistently reinforce positive behaviors at home when using discriminative stimuli. This involves providing immediate feedback when their child performs a behavior correctly and being consistent in the type and amount of reinforcement provided.

At the LeafWing Center, we specialize in transforming unwanted behaviors and reactions to specific situations. By gradually modifying behaviors over time, we achieve remarkable results. Using discriminative stimuli (DS), we can change behaviors slowly over time. DS involves the learner being exposed to a stimulus and then given a consequence depending on the behavior displayed in response. We recommend consulting a BCBA for guidance. We also encourage parents to be involved in the process and to continue reinforcing the desired behavior at home. Let’s make positive change happen together!

Intraverbals are verbal skills that involve the exchange of information between two people without the use of visual cues, physical prompts, or gestures. Intraverbal skills are essential for children to understand spoken language and be able to communicate effectively. An example of intraverbal response is when a child is asked a question and they are able to respond with relevant information without any prompting or visual cues.

Intraverbal is a type of language that involves

• explaining,
• discussing,
• or describing

an item or situation that is not present or not currently happening.

What is an example of an intraverbal?

An example of intraverbals is when a child is asked, “What are some things that you eat?” and they can respond with items like mac & cheese, carrots, and hotdogs without any visual cues or prompts. This demonstrates the use of memory in intraverbals.

How do I know if my child lacks an intraverbal repertoire

When trying to determine if your child lacks an intraverbal repertoire, it is important to observe their behavior and interactions with others. A lack of an intraverbal repertoire can be seen in several ways. These include:

• Difficulty following verbal instructions or engaging in conversations with others
• Trouble responding appropriately when asked questions
• Struggling to understand what is being asked, especially when it’s abstract or complex

Intraverbal skills involve the ability to listen and comprehend verbal cues, as well as respond with appropriate words or phrases. This skill is important for communication and problem-solving and requires practice and patience!

If your child resembles any of these scenarios:

• “She only uses language to ask for things, she isn’t conversational”
• “He can greet his teacher by name every morning when I take him to school, but if I just randomly ask him: What’s your teacher’s name? He won’t say anything”
• “He can sing the entire Barney song (“I love you”) while watching the videos, but if I ask him to sing it during bath time, he just looks at me”
• “She doesn’t participate when we play The Question Game during dinner. We all take turns answering questions like “Name a pink animal,” “Sing your favorite song,” and “What should we have for dessert.” I know she’s verbal; why does she refuse to answer these questions?”

Parents often find themselves perplexed, grappling with the fine line between a child’s stubbornness and a genuine struggle with intraverbal deficits. It’s a skill we often overlook, assuming everyone possesses the ability to communicate effortlessly. But let’s pause and educate ourselves on the diverse communication dexterity that exists within our society.

What are examples of Intraverbal goals in ABA?

Start simply and build up to more complex responses. Examples include:

• Answering the question, “How old are you?”
• Filling in the missing words “At the zoo last month, we saw some _____, _______, and a ______,”
• Singing songs “Sing the Alphabet song”
• Meow says a ____/Ribbit says a _______ (Reverse fill-ins)
• Tell me something that flies in the sky, it’s an animal, and it says “chirp” or “tweet” (Intraverbal Feature Function Class)
• Socks and ________/Knife, spoon and ______ (Associations)
• You use a towel to _______ (Functions)
• Where do you bake cookies?/What can you kick? (WH questions)
• Is a banana a vegetable? (Yes-No questions)
• Name something that does NOT have a tail. (Negation)

Do Nots when teaching Intraverbals:

• Do not begin teaching intraverbals too early or at too high of a difficulty level.
• Do not wholly avoid teaching intraverbals …they’re the building blocks of conversation.
• Do not begin teaching intraverbals before echolalia is under control. Otherwise, the child will just repeat your question or statement and become frustrated when that isn’t the correct answer.

Intraverbals can often be quite challenging and time-consuming programs to teach during ABA therapy.

When working with individuals with Autism, it is essential to note that skills may be displayed in a fragmented manner. For example, a child may be able to count up to 100 objects but struggle to count to 5 automatically. Therefore, it is crucial to conduct a thorough assessment of the child’s abilities and closely analyze their programs before introducing intraverbal teaching methods. If uncertain, it is advisable to consult a qualified BCBA for guidance.

Assessments

• Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP Assessment)

Related Glossary Terms

• Mand
• Tact
• Developmentally Delayed (DD)
• Echolalia

Shaping is an ABA-based teaching technique in which “successive approximations” toward the target behavior being taught are reinforced until the learner can perform the behavior successfully. Let’s first define what successive approximation is. It is an attempt to perform a task that is slightly better than the previous performance. For example, an instructor reinforces the way a student writes the letter “A” each time he writes it better than the last time he wrote it.

How To Use

Shaping starts with a task analysis in which a desired behavior is broken down into smaller and more manageable steps that would move the child successively closer to that desired behavior. This is referred to as a behavior chain. There are two different types of chaining:

• Forward Chaining is a teaching technique in which the learner is prompted/taught the first step in a series of steps with the therapist/parent performing the steps after the step targeted for learning.
• Backward Chaining is when the ABA therapist or parent goes through each step of a process with the child with autism together until the last step, which the therapist prompts the child to complete.

Once the small approximations of the desired behavior are clearly identified, one must select the reinforcement to be used and make sure that everyone working with the child knows which behavior, when, and how to reinforce the approximations. Data on the behavior should be collected and reviewed by the team. The program must continue until the child demonstrates the desired behavior.

Summary

Shaping is a powerful tool for teaching new behaviors. It involves reinforcing small steps toward the ultimate goal. This technique is particularly helpful when the desired behavior is challenging to learn through traditional methods. By identifying and rewarding progress, shaping can lead to incredible results. Shaping is particularly helpful when the desired behavior is difficult to learn through instruction, imitation, or verbal/physical cues.

Related Glossary Terms

• ABA Therapist
• Backward Chaining
• Behavior Chain
• Forward Chaining
• Task Analysis

A behavioral chain consists of a series of steps that occur in a specific order, resulting in a complex behavior. Essentially, it is a set of steps used to carry out intricate actions like washing your hands.

Before implementing a chaining procedure, a task analysis must be conducted in which a complex behavioral unit is broken down into smaller stimulus-response units known as links.

Behavior chains are utilized as effective strategies to teach children with autism diverse skills, ranging from self-help tasks and vocational abilities to communication.

What is the difference between a behavior chain and chaining?

Chaining is a teaching method that involves using behavior chains, which are sequences of individual behaviors that create a final behavior when linked together. The first step in teaching a behavior through chaining is to conduct a task analysis.

What are the three types of chaining in ABA?

Chaining may be used to teach complex behavior using three main methods: forward chaining, backward chaining, and total task chaining.

Chaining types:

• Forward chaining – The forward chaining technique is a teaching method used by educators to help children learn new skills and behaviors. It is based on the idea of breaking down complex tasks into smaller, more manageable steps and having the child master each step before progressing to the next. This strategy allows the learner to build upon what they already know, as they become increasingly comfortable with each step, instead of trying to tackle the whole task.
• Backward chaining – The backward chaining technique is like forward chaining, but in reverse. It starts from the last step of the task and moves backwards. This method is used when it’s easier to teach a child from the end of the task. The teacher helps the child until they reach the last step. Backward chaining is the procedure that is typically used for people with limited abilities.
• Total task chaining – The total task chaining method consists of teaching a complex behavior in one trial. This method involves breaking down the entire behavior into individual components which are then sequentially linked together until the desired outcome is achieved. The goal of total task chaining is to give the learner an understanding of how each component contributes to the overall behavior.

Creating a task analysis:

1. Watch someone complete the task
2. Write down each step from beginning to end of completing the task
3. Have someone else use the steps written down to complete the task (Make adjustments to the steps as needed)
4. Present the task to the child or watch the skill performance in the natural setting
5. Take data on the child’s performance with each step of the task
6. Based on the data, decide which chaining method to use

Example of a task of putting on a coat:

• Locate his coat from the hooks in the hall
• Lay the coat down on the floor
• Make sure the zipper/buttons are facing up
• Locate the top of the coat
• Stand with the tips of your toes touching the top of the coat
• Squat down
• Place your arms out in front of you, palms facing down
• Slide one hand partway into the sleeve on the same side
• Slide your other hand partway into the other empty sleeve
• Leaving your hands in the sleeves, slowly start to stand up
• Raise your arms, with the coat, slowly in front of you
• “Flip” the coat over your head
• Slide your hands the rest of the way through the sleeves

Which chaining method is the most effective?

The chaining method that a therapist or parent might use will determine the child’s learning level, the complexity of the task and what the task analysis revealed as the preferred method.

Backward chaining has advantages for teaching individuals with difficulties learning complex behavior, as it allows them to earn natural reinforcement at the end of the chain. This method is particularly useful for those with severe delays, as they can complete the last step and immediately see the outcome of the chain without needing additional prompts.

Forward chaining has both advantages and disadvantages. One advantage is that it provides additional practice for responses at the beginning of the chain. However, a disadvantage is that it necessitates the use of arbitrary reinforcers to teach earlier responses. Additionally, earlier responses are put on extinction as chaining progresses, which means that simply placing soap on a dirty fork is no longer reinforced.

Total task chaining has advantages and disadvantages. It allows all responses to be practiced at once. However, reinforcement is delayed until the entire sequence is practiced, making teaching the response chain harder. The best approach depends on the child’s needs and preferences and the intervention goals. Therapists can expose clients to different chaining procedures to determine their preferred teaching method. No one-size-fits-all recommendation can be made.

Research has shown that behavior chains are effective learning procedures for children with autism. These procedures have been used to teach vocational tasks and daily living activities. Further studies have explored the use of behavior chains in activity schedules.

Other Glossary Terms in this series:

Backward chaining
Forward chaining
Chaining
Task analysis