The Big 6 + 6: Going Back to Basics

It’s a simple fact of life that we must start with the basics before moving on to something more complex. For example, before kids learn to walk, they must first learn how to crawl, and before you can solve algebra problems, you need to learn basic addition and subtraction.

This concept that basic skills are built upon to form more complex skills, and thus complex skills can be broken into basic components, is the foundation of The Big 6 + 6.

What is the Big 6 + 6?

The Big 6 + 6 refers to the discrete fine motor movements that compose complex skills. If children are able to fluently complete these movements, they have the groundwork necessary to move on to more advanced and functional tasks.

The term The Big 6 was first established by Dr. Eric Haughton, who found that these movements comprised all the important behaviors we complete in a day.

Big 6 Reach Touch Point Place Grasp Release+ 6 Twist Push Pull Tap Shake Squeeze

Working on the above skills with children who have disabilities will help them be better able to complete daily living activities such as bathing, dressing, writing, eating, and playing with toys.

Building Big 6 + 6 Skills

When it comes to the Big 6 + 6, fluency is vital for success in composite and complex skills. In order for children to become more fluent in these skills, they need to be able to complete them quickly and accurately, something that is only possible with practice.

Most children practice these skills when going throughout their day, but some children, especially those with disabilities, may require more practice than general activities offer. For this reason, targeted practice is essential for improving these functional skills.

By focusing on these 12 skills and helping those with disabilities increase their speed and accuracy, they will be better able to match their peers when completing more complex skills because a proper foundation has been laid.

To see the greatest success in improving these skills, it is helpful to first identify areas of need by examining the daily tasks where assistance is needed. Once a big picture task is identified, examine what Big 6 + 6 skills it consists of.

Research-Backed Results

The benefits of targeting the Big 6 + 6 have been proven, with a 2020 study showing how it was able to benefit an adolescent with an intellectual disability. The study focused on improving the motor skills of push and grasp and then also examined the associated effects on the composite skills.

The study found that precision teaching was able to increase the adolescent’s frequency for push and grasp skills. They also found that composite skills had a higher speed and accuracy following the intervention, which supports the idea that the Big 6 + 6 can not only be targeted, but their improvements also improve other complex skills where they are used.

Improving Functional Skills with The Big 6 + 6

The Big 6 + 6 identifies 12 skills that all individuals should be able to perform fluently in order to complete activities of daily living. If neurodiverse children, such as those with autism or learning disabilities, are struggling with a motor skill, tracing it back to its component parts can help improve their ability to complete the complex skill and function more independently.

References

Vascelli, L., Iacomini, S., Gueli, G., Cavallini, C., Pelizzoni, I., Cavallini, F., & Berardo, F. (2020). The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability. Behavior analysis in practice, 13(4), 955–960. https://doi.org/10.1007/s40617-020-00471-6