HELP STRATEGIES

In the previous section, we discussed four forms of help. In this section, we will discuss three help strategies: most-to-least, least-to-most and progressive time delay. Using these strategies will help your child make the most of the help you offer.

Help strategies are planned steps for providing help over a period of time.

A well planned help strategy, designed to meet your child's individual needs, can be an excellent tool for assisting her to learn and develop specific skill - especially a skill that is hard for her to learn. When choosing a help strategy to use, it is important to have a good understanding of both task characteristics and child characteristics. Task characteristics are the things required of a child in order for him to complete a task. Knowledge, required motor skills, and time requirements are task characteristics. Child characteristics are a child's typical or usual behavior patterns. Repetitive behaviors, delaying response patterns, hesitations and cooperation are called child characteristics.

Selecting a Help Strategy

When selecting a help strategy, your first step is to determine your child's current need for help with the specific skill. This is the form and level of help that the child needs to complete the task without making mistakes. To determine your child's current need for help, you would present the natural cue to do the task and wait for your child to respond. If she does not respond correctly, you would provide nonverbal help and wait for a response. If there is no response or it is incorrect, you would provide verbal help and wait for a response. If there is no response or it is incorrect, you would provide modeled help and wait for a response. If there is no response or it is incorrect, you would provide the amount of physical help necessary for your child to complete the task. The kind of help necessary for her to complete the task without error is called her current need for help. This becomes the starting point for your help strategy.

Too much help will encourage your child to depend on you instead of doing all she can for herself. Too little help may cause her to make errors, which can be frustrating and interfere with learning. That is why it is important for you to determine your child's current need for help before deciding on the appropriate help strategy

Over time, you would provide the level and amount of help that is necessary for your child to complete the task or skill. You would also gradually decrease the amount of help offered so that your child increases his skill and independence.

For example, Mrs. Wong wants to teach Shang to use a spoon. She puts a dish of applesauce on the table in front of him and a spoon in his hand (natural cue) and waits. He waves the spoon for a few seconds. She points to the applesauce (nonverbal help) and waits. When he does nothing, she says, "Shang, get some applesauce on the spoon" (verbal help). He looks at her and at the applesauce. She waits a few seconds. Then she takes another spoon, says, "Do this," scoops some applesauce and eats it (modeled help). She looks at him and waits. He looks at her. After a few seconds, she guides his wrist toward the dish until the spoon is in the applesauce (partial physical help). He scoops at it but doesn't get any. She continues to steady his wrist, gently guiding the spoon to his mouth (continued partial physical help). She comments enthusiastically, "You are eating applesauce with your spoon." They continue this process as he eats. Now she knows that partial physical help is the level of help he needs.

At supper, she begins with partial physical help as she teaches him to use a spoon to eat mashed potatoes. She continues to make varied and enthusiastic comments about his use of the spoon. After several days, she only touches his elbow as he eats with his spoon. If he puts the spoon down and starts to use his hand, she replaces the spoon and grasps his elbow. She praises him occasionally as he uses the spoon. After several more days, she does not touch him at all and only makes scooping motions if he seems about to put the spoon down and reach into the dish. She praises him occasionally. Eventually she stops making motions and no longer talks about the spoon except for occasional comments like, "Here's your spoon" as she gives it to him. At that point, he is eating independently.

The three help strategies we will discuss are Most-to-Least, Least-to-Most, and Progressive Time Delay.