As it involves the hands, this activity which is carried out through multi-sensory movement affects individual psychology, for example, impulse control. Handwriting stimulates the brain with controlled stimulus and helps the child develop impulse control over a certain period of time. The executive functions of the frontal lobes of the brain which are common in autism and ADHD children can also be stimulated favourably for Marcus (Retrain the Brain, “Autism”). Capitalizing on this method of fine-tuning a child’s gross motor skills, the teacher must use handwriting in the class as much as possible. The teacher can also encourage doodling in the class in order to focus Marcus’s attention and motor skills on one particular activity at a time (Chatterjee, p. 2). The teacher can also call on Marcus to write on the blackboard as much as possible. “Writing on the board is a tremendous tool to use to help students develop fine motor skills, as the large body movements needed for writing on the board are prerequisites skills needed to eventually be successful with writing on lined paper” (Lougy, et.al., p. 93).
In order to improve on Marcus’s self help skills, which would include his recognition of his drawer and his ability to place his things in the drawer in an orderly fashion, requires yet again the assistance of the teacher and also Marcus’s parents. By developing such skills, it is possible for Marcus to imbibe a sense of organization and intellectual devotion to a certain task, including that of taking care of his things. In the classroom, the teacher can colour-code the academic materials to be used. For example, all materials in relation to English can be coloured blue. Notebooks, books, binders, folders, and all related classroom materials can also be coloured blue (ADDitude, “ADHD Treatment”). The teacher can also place instructions or step-by-step routines in colourful signs in the classroom. For example,