Hand-Under-Hand

Illustration by Heather Withrow

Scoggin, K., Withrow, H., Skiles, C., Borg, J., Lyle, C., Mogan, M., Robinson, C. (2015)

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What is “Hand-Under-Hand”?

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• Hand-under-hand technique is an essential strategy for providing direct learning experiences for students who are deaf-blind.
• It involves placing your hands underneath the student's hands as you explore or do something together.

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What is “Hand-Under-Hand”? (cont.)

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Hand-under-hand makes it possible for a child to "observe" with her hands.

Transcript

Hand-Under-Hand Gives the Student Control

• Children who are deaf-blind often use their hands as "eyes."
• If you control their hands, instead of giving them control, you interfere with their ability to “see.”

This video clip is an excerpt from a Perkins webcast called "Reflections on Deafblindness: Hands & Touch." You can view the full 22-minute presentation at http://www.perkinselearning.org/webcast/reflections-deafblindness-hands-touch

Transcript

Let’s Look at Some Examples

• On the next few slides you will see video examples of hand under hand as it is used with three students.
• As you watch, try to identify some common characteristics of this way of interacting.

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Joel

Tania

Mussie

Joel

Hand-under-hand is a relatively new way of interacting for Joel. What do you think the experience is like for him?

Audio Description and Transcript

Tania

How would you describe the experience of hand-under-hand for Tania as she reads her daily tactile schedule with her intervener?

Audio Description and Transcript

Mussie

How would you describe hand-under-hand for Mussie who is visiting an art installation?

Transcript

What Did You See?

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The three videos showed . . .

• different students,
• in different situations,
• engaged in different activities.

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In each case, however, the characteristics of hand-under-hand were similar.

In all 3 video examples, the student with deaf-blindness:

• had his or her hands on top of a partner’s hands
• was invited to come to the topic
• was in control
• was interested
• “watched” and “listened to” his or her partner
• learned different ways people use their hands
• explored
• chose the next course of action (self-determination)
• participated at his or her highest level of independence
• initiated part of the interaction
• was actively learning (hands-on)
• was able to observe (with his or her hands) another person modeling an action
• imitated parts of the exchange
• received access to communication or language

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What Did You See? (cont.)

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Hand Position

Initially, when a student is beginning to get used to hand-under-hand, it is best to position both of your hands or fingers underneath hers.

Illustrator: Rebecca Marsh

Hand Position (cont.)

Orion is profoundly deaf and totally blind. His parents have been using hand-under-hand with him for while, but in this video clip you see one of Orion’s service providers using the technique for the first time.

Audio Description and Transcript

Hand-Under-Hand

Begins With an Invitation

How is Kailee invited to use her hands in this video example?

Audio Description and Transcript

The intervener moved the squeaky toy close to Kailee’s hand so that she would know where it was and what it did.

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What Did You See?

The intervener lightly touched under Kailee’s arm before they explored the objects together.

Hand-Under-Hand Learning

Hand-under-hand technique can be used to teach:

• topics
• skills
• concepts

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It is important to use objects and activities that you know the student really likes--that provide motivation and interest for him.

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Hand-Under-Hand Learning: Topics

By placing her fingertips under his hand, this therapist makes it possible for the student to show her the most interesting part of a sign in the school library. The student is non-verbal and has low vision.

Hand-Under-Hand Learning: Skills

A teacher uses hand-under-hand to model the skill of using scissors as a student cuts tactile illustrations for a homemade book.

Hand-Under-Hand Learning: Concepts

In this photo, Dylan and his teacher practice the sign for “red” on the lips . . . which are red!

Hand-Under-Hand Learning: Concepts

Let’s look at a video example of how hand-under-hand is used to teach concepts. This video of Jarvis and his teacher Matt will be familiar to you from an earlier module.

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As you watch, consider these questions:

1. What are some of the different concepts Jarvis is learning about the drum as a result of hand-under-hand guidance?
2. How can you tell that Jarvis likes this activity?

Transcript

Hand-Under-Hand Learning: Concepts

Question 1 was, “What are some of the different concepts Jarvis is learning about the drum as a result of hand-under-hand guidance?”

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Did you see Matt teaching Jarvis the following concepts (watch the video again to see if you can spot them)?

• Left vs. right
• Low pitch vs. high pitch
• Fast vs. slow
• Pattern and rhythm
• Hard vs. soft and loud vs. soft
• Different parts of the drum make different sounds
• Go=loud and stop=quiet

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Transcript

Hand-Under-Hand Learning: Concepts

Question 2 was “How can you tell that Jarvis likes this activity?”

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Did you notice?

• Jarvis’s hands stayed on Matt’s hands.
• When Matt paused and waited, Jarvis initiated movement indicating that he wanted to continue action on the drum.
• Jarvis had a big SMILE!

Where to Position Yourself

• Watch the video as Kathee describes several different ways to position yourself in relation to a student when offering hand-under-hand support.
• Observe the student’s responses to see what works best for her.

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Next to you

Across from you

In front of you

Transcript

Where to Position Yourself (cont.)

What do you see in this example of Chris and his intervener?

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Audio Description and Transcript

What did you see?

Watch the video again and look for:

• The intervener observing Chris.
• The intervener noticing that Chris was having difficulty keeping his hands in contact with the materials.
• The intervener adjusting her position (moving behind Chris instead of across from him).
• How Chris was able to maintain contact with the intervener's hands and the materials in this new position.

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Audio Description and Transcript

On the next few slides, test your ability to recognize hand-under-hand versus hand-over-hand positioning.

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Mini-Quiz

Hand

OVER

Hand?

Hand

UNDER

Hand?

Hand

OVER

Hand

Hand

OVER

Hand?

Hand

UNDER

Hand?

Hand

UNDER

Hand

Hand

OVER

Hand?

Hand

UNDER

Hand?

Hand

UNDER

Hand

Hand

OVER

Hand?

Hand

UNDER

Hand?

Hand

OVER

Hand

Is it ever okay to use

hand-over- hand?

Once you have established a trusting relationship with a student, there are some instances when hand-over-hand is appropriate to use for very short periods of time. These include:

• To demonstrate fingerspelling or signed handshapes.
• Actions you must take to keep the student safe (e.g., he is about to get his fingers closed in a door or touch a hot stove).

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• Now that you know what hand-under-hand technique is, let’s delve a little deeper into why it is used.
• The last part of this presentation describes ten reasons why it is important to use hand-under-hand.

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Ten Reasons Why Hand-Under-Hand is Important

The hands of a student with deaf-blindness are their eyes and ears.

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Hand-under-hand gives students opportunities to “watch” and “listen.”

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I realized that the children’s hands were their eyes and I would never put my fingers in a child's eye to try to get them to look at something . . . our eyes are so sensitive. [For] a child who uses their hands like eyes . . . their hands are also very sensitive. I want to treat them with utmost respect.

Barbara Miles

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Why Use Hand-Under-Hand?

Reason #1

Source: Perkins, no date

Provides opportunities to learn about the ways people use their hands.

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Why Use Hand-Under-Hand?

Reason #2

Promotes exploration

Why Use Hand-Under-Hand?

Reason #3

Audio Description and Transcript

What did the Glenn do that indicated he was ready for hand-under-hand exploration?

• His body and head movements slowed down.
• His hand started to tap Kathee’s hand.
• He kept his hand in contact with Kathee’s hand.

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Why Use Hand-Under-Hand?

Reason #3 (cont.)

Builds self-determination

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Why Use Hand-Under-Hand?

Reason #4

In this photo, a student with auditory neuropathy and low vision pushes her intervener’s hands aside to express, “I can do this myself.”

Builds independence

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Why Use Hand-Under-Hand?

Reason #5

In this video, notice how the intervener fosters the student’s independence. She uses hand-under-hand to support him to put food on his spoon (a skill he is not quite ready to do independently) but does not support him as he brings the food to his mouth (a skill he can perform independently).

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Audio Description and Transcript

Encourages

the child to take initiative

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Why Use Hand-Under-Hand?

Reason #6

On the next slide, re-watch the clip of Joel that you viewed at the beginning of this presentation. This time, watch for actions that Joel initiates by himself.

Do you see Joel do the following:

• Orients the container so that the top is up
• Reaches for his partner’s hand and grasps the lid
• Opens and closes the lid
• Reaches inside the container
• Closes the lid
• Pushes the plastic shape through the lid

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Why Use Hand-Under-Hand?

Reason #6 (cont.)

Why Use Hand-Under-Hand?

Reason #7

Promotes active learning

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Intervener working hand-under-hand with the child.

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Child subsequently actively learning by herself.

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To learn new skills

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Why Use Hand-Under-Hand?

Reason #8

• The intervener can use hand-under-hand to model new skills that the student can imitate.
• In this video, which you watched earlier in the presentation, what role does hand-under-hand modeling play in connecting Tania’s schedule symbols to corresponding signs?

Tania imitates the sign.

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In this photo, you see the intervener model the sign for “swim.”

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Why Use Hand-Under-Hand?

Reason #8 (cont.)

Provides access to communication and language

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Why Use Hand-Under-Hand?

Reason #9

A student with profound hearing loss and low vision touches the sign for “ riding a horse” while reading a digital book.

Why use Hand-Under-Hand?

Reason #10

It provides access to the world!

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OHOA Deaf-Blind Intervener Learning Modules

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A national resource designed to increase awareness, knowledge, and skills related to the process of intervention for students who are deaf-blind. Developed by National Consortium on Deaf-Blindness.

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For more information contact NCDB at

info@nationaldb.org.

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The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.

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