Adventures with Montessori and Autism: Color Box 2 and Beginner Dressing Frames

Color Box 2

The first two color boxes in Montessori are used for color matching and identification (1). Beth knew the colors in color box 1 well, so I started with color box 2, which contains the colors in color box 1 plus other colors. Beth knew most of the colors in color box 2 at the start of this work, but sometimes confused brown, gray, and black. As always, the problem wasn’t so much the overall goal, matching the colors and color identification, it was the building process used with the color tiles during the activity. The book I am following wanted Beth to randomize the color tiles and then build columns, as show in this video:

The problem was that Beth hates randomizing the color tiles and is driven to line the pairs up horizontally (I believe due to an autistic tendency and/or motor planning impairment and/or hyper focus on a part of the material instead of looking at the whole process).  I got a lot of comments after stating similar randomization and lining up issues with the pink tower in a previous post, and I think I was somewhat misunderstood in my intentions. I don’t care if Beth prefers lining things up and she can do that if she wants to most of the time (although she doesn’t choose to line things up unless I ask her to do these types of activities). The problem is Beth is so limited in the number of motor plans she makes, her tendency to line things up and continue initial motor plans is preventing her from experiencing new motor plans. I am trying to help her with her motor planning, so I believe it is worth encouraging her to create different patterns to expand her motor planning abilities. Also, Beth’s tendency to make a long line of the color tiles horizontally caused her to lose her place and make errors. So clearly her tendency to line the color tiles in one long line is at odds with accomplishing the goal of making color matches. Here we go again…I had to create another work around.

I took two approaches to having Beth make independent color matches.  In the first approach, I lined up half of the set in one long line, randomized the other matching half within the box, then had her match in a two-row format. She did this task easily. In this video I show her using this method and she demonstrated that she knows the colors in the color box (we did not have to do a full 3 stage language lesson, since she was already close to knowing all the colors and she quickly sorted out her confusion with brown, gray, and black):

In the second approach, I taped pieces of material in a two-column format to poster board (the same material I used to make her pink tower, brown stair, and red rod mats, so she knew she was supposed to build on that material). I still had to randomize the color tiles before she started, but this modified “strip mat” allowed her to create a series of color matches on her own in columns, which brought her closer to the original Montessori process. She was so stuck on continuing to make the first column that she would replace tiles at the bottom with new ones or try to crowd other tiles onto the mat at the bottom.  I prompted her to make the new column by pointing to the top and stated that the first column was “full” so she had to start a new one. Here is a video of her using the strip mat with color box 2 where she was able to motor plan the activity without prompting, and a close up of the strip mat layout:

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With the strip mat, going from one column to the next still requires occasional prompting to start the next column. But she knows her colors well, can create color matches from the tiles, and seems to understand making columns, so we will move on and occasionally circle back to color box 2. The next step with color tiles is a complex one…using color box 3 to make a light to dark flower-shaped creation on the floor. Oh my.

Beginning Dressing Frames

The book I am using said start with the “simple” dressing frames for period 1. The problem was that all of the dressing frames were hard for Beth at first. We ended up starting with the big button, velcro, snaps, and zipper frames because they seemed the most applicable to her life (big buttons and snaps on her rain coats, velcro on her shoes, a zipper on her jacket). I wasn’t super picky about technique, as tasks like these are hard enough for her as it is without demanding perfection. After a lot of demonstration, encouragement, and flat out begging her to keep trying, her hand use really took off after she mastered a few frames. Most notably, I noticed an improvement in pincer grasp and thumb use. I didn’t even have time to write this post before she had already mastered a few more frames and was well on her way to mastering 7 frames. Also, I was surprised how well the activities transferred to the real clothes on her body (with the exception of the snaps, because she figured out she could just press down with her thumb to snap the dressing frame snaps). Here is a video of Beth doing a few of the “simple” dressing frames:

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(1) This will be a quick and poorly edited series because things are happening fast and I just want to write it all down. My daughter is almost 7 years old and we are starting the Montessori program from the beginning using this book, you tube videos, and common sense alterations. We homeschool and do other standard K activities. Montessori is an attempt to fill in developmental gaps and increase independence. See this fellow blogger’s post on the division of the work into periods as outlined in David Gettman’s book: http://thehometeacher.org/2009/03/sequencing-your-activities-more-on-montessori.html. We are starting with period 1 activities (taken from the book), with adjustments of course:

Period One

  1. Practical Activities – pouring beans between two jugs, opening and closing containers; buttoning; buckling; other simple dressing frames; carrying and laying out floor and table mats; saying please and thank you; carrying a tray; lifting, carrying, and putting down a chair, sitting down and getting up from a chair at a table; climbing up and down stairs; walking on the line; folding, hanging clothes on a hook;  brushing hair; dusting
  2. Sensorial – Cylinder blocks; pink tower; box 1 of the color tablets; presentation tray of the geometric cabinet; sensitizing the fingers; touch boards; presentation of Geometric solids; stereognostic bags presentation
  3. Language – Classified pictures exercises; speech stages – I Spy; book corner and library
  4. Math – none
  5. Culture – land and water presentation

Period Two

  1. Practical- pouring water from a jug, medium difficulty dressing frames, simple braiding, setting table, polishing surfaces, washing hands, washing cloths, scrubbing a table top, sweeping sawdust, brushing clothes, folding clothes, hanging clothes on a hanger, handling a book, scissors exchange, greeting people, kindness to visitors, being silent
  2. Sensorial- advanced cylinder blocks exercises, brown stair, red rods, boxes 2 and 3 of color tablets, geometric cabinet exercises 1-4, binomial cube, blindfold, tactile tablets, stereognostic bags exercises, sorting grains, sound boxes, preliminary presentation of bells, three stage lessons and the names of Sensorial qualities
  3. Language- classified picture exercises 3 and 4, stage 4 of I Spy, exercise 1 of single letter sandpaper letters, metal insets, frequent speech questioning
  4. Math- none
  5. Culture- Land and water exercises, first maps, places classified pictures, preliminary work for classification by leaf.
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