Weighted Pencil
Weighted Pencil
Embedded Files
Using a weighted pencil...
Supports students' fine motor skills
Promotes regulation
Improves handwriting
Shifts mindset
Implementation
Implementation
Overview
Introduce the use of weights on a pen or pencil to a student who needs help to get their body back into a regulated state.
The teacher prompts or gives the weighted pencil discreetly to a student.
The weight of the pencil draws attention to the students hand and shifts their mindset away from the previous trigger.
A weighted pencil should not be used for extended blocks of time but in response to a student "bubbling" or visibly dysregulated.
Core Components
Purpose communicated with student as a regulation strategy
Used responsively
Combined with follow up student conferencing
Proactive Implementation
Proactively teaching students to use a weighted pencil during specific instances either for specific skill building or regulation, provides a simple option for students when needed.
Responsive Implementation
Responsively implementing the use of a weighted pencil may stem from recognizing a need for more options for a student, group, or class to use when a mindset shifter is needed. Showing how to use the pencil and recognizing when is key.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the weighted pencil can be provided by a specific individual that holds a strong relationship with the student. Family member, former or current teacher, another student, etc.
Skills Training
If the need is skill building then the weighted pencil may only be used for situations where that skill is being built such as vocabulary or other time when the student needs to slow down (not rush through work).
Awareness
If the need is awareness then the weighted pencil can be given to the student my a supervising adult when they see bubbling cues triggering the student to become aware of their own feelings.
Emotional Regulation
If the need is regulation then the student may use the weighted pencil as a regulation tool. Have it be readily available for use within the pencil box or desk area.
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
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