Intentional Movement

by Carmen Willings
​teachingvisuallyimpaired.com
Updated June 18, 2025

Understanding Stages of Interaction

Intentional movement is essential for developing meaningful interactions between students with visual impairments (and those with additional disabilities) and their environment. Whether reaching toward a tactile symbol, exploring a literacy object, or manipulating materials in an active learning area, students go through a process of physical and cognitive engagement that unfolds in predictable stages. Understanding these four key stages of interaction can help educators, therapists, and families better interpret a student's behavior, adjust teaching strategies, and provide support at each phase of development.

​Stage 1: Preparation

What it is:
This stage involves both mental and physical readiness. The student is making the internal decision to engage—thinking about the object or task and preparing their body to move. This stage may not be visible, especially in students with complex needs.
What to watch for:
  • Stillness and increased attention toward an area
  • Slowing of breathing or blinking (often a sign of mental focus)
  • Subtle postural shifts (e.g., adjusting head or hand position toward the object)
How to support:
  • Allow wait time—don’t rush the student.
  • Reduce distractions in the environment.
  • Use verbal cues (e.g., “There’s a soft ball in front of you”) or tactile prompts (like guiding the student to touch the edge of the object) to anchor focus.

​Stage 2: Initiation

What it is:
Initiation is the first observable indication that the student is preparing to act. It bridges the gap between internal readiness and external movement. This may include subtle signals that they are about to interact.
What to watch for:
  • Muscle tightening in the arms, fingers, or hands
  • Head or eye movement toward the object
  • Hesitant or partial hand movement (e.g., fingers twitching or moving slightly forward)
How to support:
  • Validate even small attempts (“I see you moving your hand—good job getting ready!”)
  • Provide gentle encouragement or hand-under-hand guidance, as appropriate
  • Ensure the object is within a reachable distance and stable

​Stage 3: Execution

What it is:
This is the active phase of the interaction, where the student physically engages with the object. Execution involves tactile, visual, auditory, or kinesthetic exploration.
What to watch for:
  • Reaching and touching the object
  • Exploring through pushing, tapping, squeezing, or turning
  • Sustained attention and manipulation of the object
How to support:
  • Allow uninterrupted time for exploration
  • Position objects at optimal angle and distance for comfort and access
  • Use this phase to observe preferences and motor skills (e.g., dominant hand, types of grasp, strength)

​Stage 4: Termination

What it is:
Termination signals that the student has completed their interaction. This may be purposeful (e.g., placing the object down) or passive (e.g., dropping it unintentionally).
What to watch for:
  • Hands pulling away or turning away from the object
  • Shift in body orientation or attention
  • Verbal or nonverbal cues of “done” (e.g., sighing, smiling, vocalizing, or turning the head)
How to support:
  • Acknowledge the completion (“You explored the whole toy—great job!”)
  • Offer a new item or opportunity for transition
  • Use this stage to observe fatigue, satisfaction, or frustration

​Why These Stages Matter

Understanding these stages helps:
  • Avoid misinterpreting lack of movement as disinterest
  • Prevent rushing through critical learning moments
  • Recognize and celebrate small but significant progress
  • Inform goal setting for IEPs or IFSPs
  • Guide prompting strategies and reduce unnecessary intervention

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