Cinthia Croussett

Activity 2

a. STOP!

b. Sources for your activity and for your adaptations (APA citations)

Peniston, L. (2017). Developing Recreation Skills in Persons with Learning Disabilities | LD

Topics | LD OnLine. [online] Ldonline.org. Available at:
http://www.ldonline.org/article/6173/ [Accessed 28 Oct. 2017].

Webster, J. (2017). Games to Support Special Education Students. [online] Games to Support
Students with Disabilities. Available at: https://www.thoughtco.com/games-to-support-
students-with-disabilities-3111106 [Accessed 29 Oct. 2017].

c. Equipment needed: Blank sheet of paper, Writing utensil (pen, pencil, marker, crayon),

d. Stop Watch or Timer

e. Activity Description following guidelines for task analysis. How will you explain to your

participants how the activity will go?

1. Draw lines on a piece of paper to divide it into 8 sections.

2. Label each section with the following categories: Name, Color, Place, Food, Animal,

Action, Object, Total. (categories can vary depending on preference)

3. A timer is set to 1 minute to prevent any round from going on for too long when

participants are stuck.

4. Someone in the group should pick a letter from A to Z (letters cannot be repeated).

5. Once the person picks a letter the timer begins

6. The goal is to find something in each category that starts with the letter that was

chosen. (example for the letter A possible answers would be Aaron, Aqua,

Argentina, Apple, Armadillo, Adapting, Axe)

 7. Whoever finishes filling out the categories first yells out Stop! and everyone else

must stop writing.

8. Once someone yells stop everyone says what they wrote for the categories out loud. If

you have an answer no one else has you get 100 points for that category but if

someone else has the same answer as you then you only get 50 points.

9. Add up all the points for the round and put the answer in the Total section.

10. The person with the highest score at the end of 10 rounds wins.

f. Primary interaction pattern(s) (activity analysis)

 *Note: Two different types of activity analyses forms will be used. For your first two

activities, use Stumbo and Peterson and for your third activity use Porter.

g. One researched adaptation specific to a disability group. Be specific. For example, saying

someone has anger issues is not a disorder. However, a person with anger issues might be

diagnosed with conduct disorder. You may not use a particular disability or disorder more

than one time.

For this activity, I am focusing on people with learning disabilities. This game can be

adapted in many ways depending on your desired outcome. While there are many specific

diagnoses for learning disabilities such as dyslexia, intellectual disabilities, and many more, this

game has benefits that can help anyone. Having to think of something in each category that starts

with the corresponding letter helps promote long-term memory because they have to think of all

the things that meets that criteria. It also helps with short-term memory because while in the

round they must remember the letter that was chosen and make sure not to repeat anything that

was already said. It helps with math, specifically addition, because at the end of each round each

player must add up their scores to get a total and at the end of the game they need to add their

points again to see who was the overall winner. This game helps with social interactions because

it can be played with a large group of people. While playing, many conversations can come up

because of the categories which could facilitate developing friendships. For example, if someone

chooses the color blue during one round someone else might notice and state that is their favorite

color. Some adaptions that can be made to this game are increased time, less categories for the

rounds, and drawing a picture of a word instead of spelling it out.

Example:
(Number and Name of categories can vary)