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Activity Portfolio Eleven

Facilitation Technique Category: Therapeutic Use of Play


Activity Title: Twister
Source: Dattilo, J., & McKenney, A. (2016) Facilitation Techniques in Therapeutic Recreation
State College, PA: Venture Publishing, Inc.
Equipment: Twister mat and spinner
Activity Description: Twister is a game played by many age groups. This game is played with a
mat with various colors and a spinner. The purpose of this activity is to help participants to
develop Social Relationships. This activity will last for forty-five minutes and will involve three
participants. Two participants will compete while one will be the referee who controls the
spinner. Start the activity by having participants to stand on the mat. Instruct participants to
remove their shoes. The referee spins the spinner, then calls out the body part and the color that
the arrow points to. For example, the referee may call out: "Right hand, red." All players, at the
same time, must then try to follow the referee's directions as explained below.

Each player must try to place the called-out body part on a vacant circle of the called-out
color. For [example, if the referee calls out "Right hand, red," each player must try to
place a right hand on any vacant red circle.

If your called-out hand or foot is already on a circle of the called-out color, you must try
to move it to another circle of the same color.

There can never be more than one hand or foot on any one circle. If two or more players
reach for the same circle, the referee must decide which player got there first. The other
player(s) must find another vacant circle of the same color.

Never remove your hand or foot from a circle unless you're directed to by the referee
after a spin. Exception: You may lift a hand or foot to allow another hand or foot to pass
by, as long as you announce it to the referee beforehand, and replace it on its circle
immediately afterward.

If all 6 circles of a color are already covered, the referee must spin again until a different
color can be called out. When one participants fall off the mat or has no room left, that
means they are out of the game. The person left on the mat is the winner. End the session
by asking participants to state what they liked about the game the most.

Leadership Considerations: The CTRS will act as the instructor of the activity. CTRS will
ensure that participants have socks on to participate in the activity. It is also important to secure

the ends of the twister mat to the floor using tape. CTRS can give participants the option to
participate in this activity whether indoors or outdoors.

Adaptations: Participants with Aspergers Syndrome: Asperger syndrome (AS) is an autism


spectrum disorder (ASD), one of a distinct group of complex neurodevelopment disorders
characterized by social impairment, communication difficulties, and restrictive, repetitive, and
stereotyped patterns of behavior (National Institute of Neurological Disorders and Stroke 2016).
In order to adapt this activity for participants with Aspergers Syndrome, CTRS has to give
instructions as simple clear task as to how the activity will be completed. CTRS should also
provide instances for interactions with other participants throughout the activity. This can be
done by asking the participants involved in the game what is the next move instead of just having
the referee to call the moves (National Institute of Neurological Disorders and Stroke 2016).

Adaptations: Participants with Attention Deficit Hyperactivity Disorder(ADHD): Attention


deficit-hyperactivity disorder (ADHD) is a neurobehavioral disorder that affects 3-5 percent of
all American children. It interferes with a person's ability to stay on a task and to exercise ageappropriate inhibition (cognitive alone or both cognitive and behavioral, National Institute of
Neurological Disorders and Stroke 2016). In order to adapt this activity for participants with
ADHD, CTRS should use simple one step instructions to help participants to participate in the
activity. CTRS should also provide one and one support by participating in the activity with the
participants. This is important as participants with ADHD has a hard time following instructions
or being engaged in an activity for a period of time (National Institute of Neurological Disorders
and Stroke 2016).
Adaptation References

National Institute of Neurological Disorders and Stroke.


http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm

Facilitation Technique Category: Sensory Interventions


Activity Title: Play Dough Flower Pots
Source: http://www.learning4kids.net/2015/04/12/play-dough-flower-pots/
Equipment: Various colors of playdough, playdough utensils, small plastic flower pots and
artificial flowers.
Activity Description: Play Dough Flower pots is a simple art activity that seeks to provide a
sense of calmness or relaxation. The purpose of this activity is to promote sensory stimulation.
This activity will last for thirty minutes and will include four participants. Begin the assignment
by helping participants to find a seat at the tables assigned for the activity. Instruct participants to
choose a playdough color of choice. Then, have them to mold the dough on the table for five-ten
minutes. During this time, participants may also use playdough utensils if they choose. Next,
participants will place the playdough in the small flower pots. Next, instruct participants to
choose an artificial flower of choose. They will next place the flower in the flower pot by
sticking it in the playdough. End the session by asking participants to describe their final projects
using words or sentences.

Leadership Considerations: CTRS will act as the instructor of the activity. CTRS will set up all
materials before the activity begins. CTRS will provide one and one assistance to participants as
needed. This may be molding and cutting the playdough or choosing a flower pot of choice.

Adaptations: Participants with Autism Spectrum Disorder: Autism spectrum disorder (ASD)
is a serious neurodevelopmental disorder that impairs a child's ability to communicate and
interact with others. It also includes restricted repetitive behaviors, interests and activities. These
issues cause significant impairment in social, occupational and other areas of functioning (Mayo
Clinic 2016). In order to adapt this activity for participants with ASD, CTRS should use simple
and direct communication so that participants are able to understand. CTRS can also provide
hand over hand assistance throughout the activity as needed (Porter 2015).

Adaptations: Participants with Childhood Schizophrenia: Childhood schizophrenia is an


uncommon but severe mental disorder in which children interpret reality abnormally.
Schizophrenia involves a range of problems with thinking (cognitive), behavior or emotions. It
may result in some combination of hallucinations, delusions, and extremely disordered thinking
and behavior that impairs your child's ability to function (Mayo Clinic 2016). In order to adapt

this activity for participants with CS, CTRS has to be patient with participants as they may take
some time to choose a playdough or flower of choice. CTRS may use prompts to help them in
making their decisions. CTRS should try as best as possible to engage participants in the activity
by explaining each step at a time or making a flowerpot along with the participants. This is
important as participants may wonder from the activity and focus on other things (Porter 2015).
Adaptation References

The Mayo Clinic. http://www.mayoclinic.org/diseases-conditions/autism-spectrumdisorder/basics/definition/con-20021148


The Mayo Clinic. http://www.mayoclinic.org/diseases-conditions/childhoodschizophrenia/home/ovc-20249624

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