Non-Dominent Hand
Non-Dominent Hand
Embedded Files
Using your non-dominant hand...
Shifts mindsets
Distracts from pain point
Forces a shift in current thinking
Implementation
Implementation
Overview
When a student seems to be "bubbling" or escalating a teacher may ask a student or class of students to switch and attempt to draw a picture/write with their non dominant hand.
The teacher can prompt the student/s to switch back at a natural transition point.
The goal is to shift mindset and redirect coping.
Core Components
Responsive to student demeanor
Short burst and jovial
Opportunity to connect with peers
Follow up conducted at natural transition point about student need.
Proactive Implementation
Gamifying switching to the non-dominant hand looks like conditioning students to switch hands at random intervals. This proactively creates conditioned routine where students know the cue if it is ever needed responsivley.
Responsive Implementation
Responsively implementing switching to non-dominant hands means that students may be seen 'bubbling' and so a random switch of hands may allow for a shift in mindset allowing for follow up de-escalation.
Bucket fits
Bucket fits
Connection
If the need is connection then the entire class may be cued to switch or a specific student may be given the ability to have the class switch.
Skills Training
If the need is skill building then the student may be cued to switch for a particularly challenging activity for them to shift their mindset.
Awareness
If the need is awareness then the student may be asked to process or reflect on how they were feeling prior to the cue to switch hands.
Emotional Regulation
If the need is regulation then the student may also complete a breathing exercise, run an errand , work with a preferred partner after the cue to switch has been given.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Page updated
Report abuse