Velcro on Desk

Velcro on Desk...

- Gives students a discrete and structured way of channeling energy
- Provides an alternative for students that are unable to handle a fidget or stress ball
- Helps students maintain focus

Implementation

Overview

- Velcro on a student's desk is meant to allow a tactile and sensory opportunity for students when it is needed.
- The velcro is typically placed as a strip underneath the desk for a student to stick and unstick
- This may also be just one side of the velcro is a tactile response is the only objective.
- Place a discrete piece of velcro for students to use as sensory tool during instructional time.
- Choose either to have both sides of the velcro so that students may remove and replace velcro as needed or just one side.

Core Components

- Velcro must be placed in easy to use locations
- Expectations of use must be clearly defined

Proactive Implementation

- All students could have a strip of velcro on their desk and be taught how to utilize it as a coping strategy. Some specific students could also have velcro based on previous use and success for the student from the first day they enter the classroom.

Responsive Implementation

- If a student, group, or class are struggle with focus and other interventions such as more frequent transition have already been in place, Velcro may be used to support focus or sensory needs. A student may be introduced to the use of a Velcro strip with the intervention monitored.

Bucket Fits

Connection

If the need is connection then the student may demonstrate the use of the intervention to a younger student and act in a mentorship role.

Skills Training

If the need is skill building then the student will practice using the Velcro as a focusing tool. The student will monitor the effectiveness through conferencing.

Awareness

If the need is awareness then the student may be prompted to use the Velcro when the supervisor adult sees signs of the student bubbling. The student will begin to recognize times they may need to initiate the intervention themselves.

Emotional Regulation

If the need is regulation then the student may use the Velcro strip in either a sensory toolbox, during a sensory/movement

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

Intensifying or Fading During

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

- 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

Velcro on Desk