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The Big 6 plus 6

Page history last edited by Regina Claypool-Frey 15 years ago

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The Big 6+6 or Big 5+4

 

(6: Reach, point, touch, grasp, place, release)

+ (6: twist, pull, push, tap, squeeze, shake).

or

(5: wave, aim, tap, squeeze, get)

+ (4: pump, rub, shake, twist)

 

 

"The Big 6+6 are basic fine motor movements that all individuals  must have at regular performance rates if they are to be proficient

at manipulating any objects for stimulation, at self-help skills,  at mobility, non-verbal communication, etc."

Fr: Desjardins, A. (1980). Letter on Big 6 Fluency Development to Dr. Leslie Wiedenman

 


 

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Table of the Big 6+6 and reorganization as the Big 5+4 (Haughton)[1]

 

Big 6+6 Big 5+4 Elements I and II      
           
Big 6 (Big 5=WATS-G Elements I) movement cycle=MC [1] MC/minute[4] [5]
"Components" "Elements"        
Reach Wave   Free-wave 300 – 200  
Point Aim   Free-aim 300 – 200 250-180/RESA [2]
Touch Tap   Free-tap 300 – 200  
Grasp ####        
+Release ->Squeeze   Free-Squeeze 300 – 200 200+/RESA [2]
Place Get   Free-get 300 – 200  
+6 (+4=PRST Elements II)      
Pull ####        
+Push ->Pump   Free-pump 300 – 200  
  Rub   Free-rub 300 – 200  
Shake Shake   Free-shake 300 – 200 250-200/RESA [2]
Twist [3] Twist [3]   Free-twist 300 – 200 Turn 200+/RESA [2]
Squeeze (to Big 5)        
Tap (To Big 5)        
combines to          
"composites" "compounds"        

 

References to Table

 

Post by Ogden Lindsley to SCListserv 10 September 1998

Changes are noted above.

 

[1]Eric Haughton in 1980 changed Big 6+6 to Big 5+4 to be

more descriptive and "movement cycle"-oriented, ie, beginning to end of movement results in being back at starting place for start .

[2] RESA = passes tests for Retention, Endurance, Stability, and Application

[3] Attributed to Kevin Solsten (per. Richard McManus) 

[4] Performance Standards or Fluency Aims

Dr. Richard Kubina 2002. Additional references at webpage.

 

[5] Fabrizio, M.A., Moors, A.L., Pahl, S. (2001). Building Fluent Motor Skill Foundations for Children with Autism through Precision Teaching: The Big 6+6.

Fabrizio/Moors Consulting. Seattle, WA

 

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Letter on monitoring and teaching the Big 6+6

Unpublished Theses, Reports and White Papers

at Fluency.org

Desjardins, A. (1980). Letter on Big 6 Fluency Development to Dr. Leslie Wiedenman.

A useful and rare document describes development and methods of teaching the Big 6.

 

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Examples of teaching Big 6+6

 

Pahl, L.L., Fabrizio, M., King, A., Diakite, A. (2005).

A Twist On the "Big 6": Preparing a Student To Write By Practicing The "Little 6".

Poster. 2005 Association for Behavior Analysis Conference, Chicago, IL

 

 

Fabrizio, M. (2005).Developing Instructional Sequences for Teaching Basic Motor Skills.

Paper. 2005 International Precision Teaching Conference, Pittsburgh, Pennsylvania

 

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Maxiguiding

Tue, 6 Mar 2001

Precision Teaching/Standard Celeration Charting Listserv

Maxiguide your Big 6+6

Eric [Haughton] and Ann [Desjardins] did not name the speed of their super fast guiding. They named it Big 6 plus 6 by its form - not its SPEED. Conventional educators guide at about 1 per second, or 10 in 10 seconds, or 60 per minute. Even precision teachers who know of the Big 6 plus 6 work guide at low inadequate rates.

Maxi guiding moves as fast as the tutor can move. That's why we call it maxi. The word maxi guide points out that the real difference between Eric and Ann's Big 6 plus 6 and the conventional methods is maximum SPEED - 5 to 10 times faster!

Make those little hands blur!

 

Details of Teaching Reach By Itself

...

  • Hold object for the child to reach towards.
  • Give assistance your channel stipulates.
  • As soon as the child moves towards the object, move the object in another direction so the child tracks the object with their hand.
  • Do not let the child make contact with the object after each reach. You want the movement to be repeated over and over again. Since grasping and manipulating the object is a natural reinforcer you may want to build up the ratio of reaches to reinforcement when you first begin.
  • Practice the reaching for a few minutes then time the child for 15 or 30 seconds counting the number of reaches.
  • CHART the frequency information.
  • Always give assistance at normal levels of performance. If you are guiding, you should be guiding at 3-5 reaches per second (200-300 reaches per minute).

     

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