chalkboard race tracks

Chalkboard Race Tracks builds on the work begun with Chalkboard Circle Trace and is used early in therapy and is part of the series of activities which fall under the phrase: “Close To”.

In the “Close To” activities we begin with relatively large shapes and movements and we are working to provide the opportunity for the patient to learn to direct action close to, or in this case, within borders we set which is the race track itself. This requires simultaneous awareness of where the hand is in space in reference to the outer edges of the track. Also, it asks the patient to work in "negative space", whereas in tracing over an existing line as in Chalkboard Circle Trace, they are working in "positive space".

Below are two sample race tracks. These images are from the web and aren’t perfect representations of what the ideal race tracks are. The “simple race track” on the left would be better without the dashed line in the center. We make the race track on the chalk board or white board in front of the patient. Making the race track large horizontally in the beginning may require the patient to step to the right or left to complete the task. This is fine and in fact is preferred. We don’t want our patients standing like rigid soldiers, we want “grace in movement”.

We make the width of the race track as large as is necessary to help the child have success in moving the chalk or marker or crayon along the track while not hitting the sides. Let them have fun in “racing” around the track, as long as they stay in the lines.

As it becomes easier to do this, you can vary the width of the race track. Rather than making it uniformly narrow, which might cause a patient some anxiety or cause them to go into flight, it is recommended that you first have a few zones of the track narrow some. They will enjoy that challenge, while being successful through the rest of the track. Then you can make more and more of the track, narrower and narrower to increase the challenge.

ROLE REVERSAL: As the patient progresses it can be fun to reverse roles. Have the patient make a “challenging” race track for you to try. This fulfils the essential goal of helping them get “close to” as they try to make the track for us difficult. Then, when you try the race track they made for you, have them monitor how you do. Once in a while drift a little and hit or cross a wall and see how quickly they pick up on what you have done. This also helps them learn valuable lessons about deriving meaning and directing action.

THE USUAL STUFF ABOUT PATCHES AND HANDS AND GRIP:

We will have the patient explore this with and without a patch. Each visual channel should be able to direct each hand in both directions around the race track. Ultimately, this should be done with both eyes open and in a free and easy manner.

EQUIPMENT: A chalkboard or a white marker board. The physical feel of the chalk on a chalkboard adds to the tactile feedback the patient gets while performing the task. Many offices now, only have white marker boards. There is less tactile feedback from the markers as they slide across the white board. Crayola makes white board markers that erase easily and are more like chalk tacitly and do not have the offensive odor of some of the markers. If using a chalkboard, it is recommended that you use chalk-holders. These make it so that regardless of the length of the chalk left, that the patient has a uniform object to hold. This encourages the gross motor movement out of the shoulder.

PROPER HAND GRASP: The grip used here should NOT be the type used when writing with a pen, pencil, or stylus on a horizontal or slightly tilted from the horizontal grip. It should be a 4 vs. 1 with the index finger pointed out along the length of the writing implement.