The activity will begin with two warm up exercises, the first being a short session with theraputty, to get Jack's fingers warmed up as the assessor notes can be helpful to him. (p.7) the second warm up activity will be a freeform painting session, where Jack will be offered the supplies and asked to be creative. (p.2) if the structured painting, of figures and shapes proves, very difficult for Jack, this freeform painting may actually be used as a physical break for Jack, so he may have the opportunity to have a physical break to rest and be creative, between each figure or shape. Each session will then begin, after the warm-up with the imitation of a geometric shape, with the single color and the paintbrush on the paper. The therapist will place a copy of the shape next to Jack on a directly adjacent easel, placed on Jacks dominant, right side to ease his transition from the visual shape to his own paper and then the therapist will offer verbal instruction to Jack to facilitate his ease in performing the task. (p.5) Simple shapes such as triangles, will begin the exercise as the therapist offers Jack verbal instructions for repeating the shape with his brush beginning at the right upward line, to make the shape in three separate brush strokes as accurately as he can. The shapes will then become more complicated including letters and numbers when the therapist, deems it appropriate to move on. (if needed, Jack will be given the opportunity between shape painting to freeform paint, keeping his attention, engaged and invested in the task). Creating individual letters in this manner may assist Jack in his ability to include gross motor skills, for which he is average to above average, (p.4) to fine motor skills,...

Creating a situation, where Jack has the opportunity to go through the basic process of forming letters without the fear of fatigue and difficulty, could facilitate greater success in these tasks, which are crucial to his ability to demonstrate his learning in the educational setting. It will also be asked that he be given the opportunity to do appropriate writing tasks, standing up with an easel until he feels that he can control the instrument and properly form letters and words, in context in a sitting position. Jack, as with most children seems to find gratification in completing difficult tasks, and may actually do better on them, than simpler when he is aware of their difficulty, focused and engaged and is in an environment that does not over stimulate him. (pp.6-7) Upon completion of the alphabet, short words will be copied and sounded phonetically to facilitate the transition from letters to words, and eventually, sentences. Once these tasks have begun to be successful, a marker and then a pencil will be offered to Jack to transfer the learning of the paintbrush to a similar tool and one that has proven difficult for him in a traditional manner. Standing (or sitting facing his work, rather than looking down at it) for Jack, seems to be a more physically natural as it keeps his attention longer, a problem that he has had in past learning environments, and offers at least minimal gross motor movement while completing tasks, as well as a more clear visual representation of his work. (p. 8)
Works Cited

Laura, (December…