• Use small broken crayons or mini-markers to color and draw
• Use mini-golf-sized pencils
• Place small sticker or dot on pencil for correct finger placement
• Work on a vertical surface such as chalkboard, slant board or dry erase board
• Try using a triangular or thick pencils for printing tasks
• Practice pinching activities to build finger strength with tweezers, clothespins, play dough

• Trace dotted lines to form letters
• Use dots to indicate where letter begins (at the top)
• Form letters in boxes to aid size and formation
• Highlight top and bottom line to aid formation
• Highlight bottom line to aid line awareness
• Place alphabet strip on desk as visual cue

• Have student write on a soft surface such as foam or corkboard to relieve pressure when writing
• Use mechanical pencil to help student control writing pressure
• For student who writes too lightly try a large pencil
• Wrap a rubber band around the pencil where student grips to reduce slipping when writing
• Practice rubbing a crayon firmly over a picture to help the student explore sensory feedback and how pressure changes the result
• Highlight bottom line to develop line awareness
• Use finger, penny or paper clip to aide spacing between words
• Teach student to say “space” after each word as verbal cue
• Decrease size of writing space to help student decrease letter size

• Encourage student to position scissors with thumb up to cut
• Practice snipping and cutting heavier weight paper such as index cards, junk mail flyers, paint chip cards
• Snip edge of paper to make “grass”
• Highlight and thicken lines for cutting tasks
• Use hand over hand assistance to teach student to use two hands to hold and turn paper when cutting
• Use heavier grade paper for cutting activities

Use stairs during transitions (arrival/dismissal) for functional mobility practice

Practice walking on a line on the floor or have class walk holding onto a rope

Mark doorways, stairs, and changes in surface with brightly colored tape

Be sure feet are on floor when sitting in classroom chair. Lower seat height or use a footstool if needed

Encourage students to make space for an invisible friend in front and behind them in line

Use a back pillow or a seat cushion to promote good posture

Provide bag/backpack to carry multiple materials

Encourage “buddy partnering” for playground and recess activities

Play games like Simon Says and the mirror game to practice imitating movements

• Incorporate seated or wall push-ups to provide quick proprioceptive input and support self-regulation
• Use whole-class stretch or movement breaks to support attention and self-regulation.
• Permit students to stand during some tasks to support focus and sensory needs
• Put Velcro under the desk so students can rub it with their fingers when they need a quiet sensory break
• Pair verbal directions with visuals to support processing
• Place student at the front or end of the line to reduce sensory overload during transitions
• Wear a lightly weighted backpack during transitions for proprioceptive input
• Use a visual schedule to increase predictability and reduce anxiety with transitions and give advance notice of schedule changes to support flexibility and regulation
• Warn students ahead of loud sounds such as a fire drill bell to reduce distress and support coping strategies