Purpose: To develop visual motor integration and bilateral control, as well as motor control to build writing skills.
Material: Chalkboard, paper and pencil, metronome, Illustration sheet
1. Patient stands in good posture, feet slightly apart, facing the centre of the chalkboard.
2. He reaches to the left as far as is comfortable, holding the chalk in his preferred hand.
3. He may turn his head, but should keep his shoulders parallel to the board.
4. Now he is to draw several parallel, evenly spaced lines across the board as wide as he can comfortably reach, crossing his midline smoothly (no stopping or changing hands).
5. Next, make lines in five or six sections, lifting the chalk briefly at the end of each section and leaving a short space between sections.
6. Now repeat to the beat of a metronome (or tapping). Space the lines about three of four inches apart with the lines and the spaces aligned so that vertical lines could be drawn down through the vertical space. See Illustration #1.
7. The second pattern, Illustration #2, alternates this left to right section with a vertical stroke. This stroke should be made from top to bottom and at a comfortable slant rather than an actual vertical.
8. Make each stroke (across, down, across, down, etc.) on the beat of the metronome.
9. The pattern in Illustration #3 is to be made by matching the horizontal line with one beat of the metronome, while the two vertical strokes are also made on a single beat (one horizontal, two vertical, fast).
10. The pattern in Illustration #4 adds a circle. Each part of the pattern is to be formed to one beat of the metronome.
11. The next two patterns, #6 and #7 are wave and mountain-like continuous lines. Each point is made on the beat and all points in the several rows should line up.
12. The patterns in Illustrations #8 and #9 are a series of loops, like the cursive letter E and its inversion. Each loop is to be formed on the beat of the metronome and each row should line up under the preceding one.
13. The pattern shown in Illustration #10 is a combination of pattern #8 and #9. It may be helpful to permit patient to verbalize, “up,” “down,” “up,” “down.” This pattern should also be created in time with the beat of the metronome.
14. When the patterns have been mastered at the chalkboard, repeat the same procedures at a desk with paper and pencil.
Aspects to be emphasized:
1. All patterns should be made in a left to right direction.
2. Consecutive rows of each pattern should line up.
3. Ability to match strokes with beat of the metronome (or tapping)
4. Have the child work with the non-dominant hand 10% of the time.