How to Teach Shoe Wearing to an Autistic Child
Getting a shoe on the right foot is one skill. Tying it is an entirely different, much finer one. Treating them as two separate goals, rather than one combined expectation, makes both far more teachable.
Teaching shoe wearing to an autistic child works best by separating putting shoes on from tying them, starting with velcro before laces, and using backward chaining for the tying sequence itself, teaching the final step first so a child experiences a completed knot early in learning. Research on shoelace tying found this combination, often paired with video prompting, effective for building the skill.
Two Separate Skills
Putting a shoe on the correct foot and securing it is a genuinely different skill from tying a lace, and treating them as one combined task, especially early on, makes both harder to teach. Separate the goals, and expect one to be solid well before the other begins.
Getting Shoes on Correctly
Start with velcro
Velcro shoes remove fine motor fastening demands entirely, a reasonable first goal.
Fix left-right confusion visually
Matching stickers placed inside each shoe that line up correctly only when worn on the right foot.
Practice the full motion
Sliding the foot in, pulling the tongue and heel into place, then securing the fastener, taught in that order.
Teaching Lace Tying
A study on teaching a student with autism to tie a shoelace found that video prompting combined with backward chaining, teaching the final step of the sequence first, was effective in building the skill. Backward chaining is especially useful here because it lets a child experience the satisfaction of a completed bow early in learning, even while the earlier, harder steps are still supported.
Backward chaining
Teach pulling the finished loops tight first, then work backward through earlier steps of the sequence.
Video prompting
A short video of the tying sequence, watched before or during practice, supports learning alongside physical guidance.
A larger, looser lace to start
Thicker laces and larger loops are easier to manage while the motor pattern is still being learned.
A common beginner-friendly method is the "bunny ears" technique, which uses two loops instead of the standard single-loop knot:
- Cross the two laces to form an X shape
- Pull one lace under and through to make a simple starting knot
- Make a loop with each lace, forming two "bunny ears"
- Cross the two loops over each other
- Tuck one loop under and through the crossing point
- Pull both loops tight to finish the bow
Taught backward, step 6 is mastered first, so pulling the loops tight and seeing a finished bow happens from the very first sessions, even while steps 1 through 5 are still supported.
If Your Child Resists Shoes Entirely
Resistance to shoes often points to a sensory issue rather than a skill or behavior problem. Try seamless socks, softer shoe materials, or a slightly looser fit before assuming the resistance is about willingness rather than comfort.
Frequently Asked Questions
Should I teach shoe-putting-on before shoe-tying?
Yes, these are typically treated as two separate skills taught in sequence. Getting the shoe on the correct foot and securing it, especially with velcro, is a reasonable first goal, with lace-tying introduced later as a more advanced, separate skill.
What does research say about teaching shoelace tying?
A study on teaching shoelace tying to a student with autism found that video prompting combined with backward chaining, teaching the final step of the tying sequence first, was effective in building the skill. Backward chaining let the child experience the satisfaction of a completed knot early in the learning process.
Should I start with velcro or laces?
Velcro shoes are the easier and more common starting point, since they remove the fine motor demands of laces entirely. Move to lace-tying only once basic shoe-wearing independence with velcro is well established.
What is backward chaining and why does it help with tying?
Backward chaining teaches the final step of a sequence first, pulling the finished bow tight, so the child completes and experiences success on the task from very early sessions, even while the earlier steps are still being learned with support.
How do I know if my child is confusing left and right shoes?
Consistent shoe swapping despite otherwise successful dressing usually points to this. A visual marker, matching stickers placed inside each shoe that line up correctly only when worn on the right foot, is a simple, common fix.
Is video modeling useful for teaching shoe tying?
Yes, video prompting has research support specifically for shoelace tying, often paired with backward chaining rather than used as a standalone method.
What if my child refuses to wear shoes at all?
This often points to a sensory issue with sock or shoe material rather than a skill or behavior problem. Experimenting with seamless socks, different shoe materials, or a slightly looser fit can resolve resistance that looks like refusal.
At what age should shoe tying typically be taught?
There is no fixed age requirement, readiness depends more on fine motor development and mastery of basic shoe-wearing than on chronological age. Many children begin working on tying once basic dressing and self-help routines are well established.
Not sure which daily living skill to focus on next?
Our free tool helps you build a support profile in a few minutes, a useful starting point before choosing a priority.
Free Sensory Profile & Support Tool for Parents →Sources: DSM-5, WHO ICD-11, Rayner (2011), shoelace tying via video prompting and backward chaining research, Action for Autism India.