My Monster

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Likes physical, tactile activities.
• Prefer activities that are concrete and literal.
• Likes to make color and shape matches.

Is good at matching visual items

Is This Game Appropriate? Yes

Description
My Monster is a simple game requiring only matching of color and shape. Thus, it is a good game for children who enjoy matching or are curious to learn how an object and image are similar.

Has a good memory for sensory details, including visual, touch, taste and smell

Is This Game Appropriate? Yes

Description
Children who enjoy touching objects and manipulating them may like My Monster, as they may be able to identify needed shapes through tactile exploration in the game bag. The more they play the game, the quicker they will be able to identify shapes as they remember how the different shapes feel. Players also learn sharing and awareness of other's needs when they choose a piece they don't need and give it to another player who needs it.

Has a good memory for words, phrases and dialouge

This game is not appropriate

Has a good memory for pictures, numbers and patterns

This game is not appropriate

Likes to put things in order or a sequence

This game is not appropriate

Learns through visualizing or "replaying" actions in their mind

This game is not appropriate

Likes activities with rules, such as math and phonics

This game is not appropriate

Is very concrete and literal

Is This Game Appropriate? Yes

Description
Some children prefer activities that are very straightforward and direct. My Monster fits well for this preference as children are trying to match an object (ex: red heart) with an image of the same shape and color on their Monster Board.

Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)

This game is not appropriate

Is good at nonverbal reasoning and logic

This game is not appropriate

Likes spatial problem solving

This game is not appropriate

Can read well with good vocabulary, though may not fully comprehend content

This game is not appropriate

Likes to use and has good fine motor skill

Is This Game Appropriate? Yes

Description
Children with autism who enjoy playing with small objects like building blocks may enjoy using that skill in My Monster. If they find a matching object on their turn, children need to orient and place the object on the corresponding spot on their Monster Board.

Likes established routines or set ways of doing things

This game is not appropriate

Likes manipulating, constructing or building things

Is This Game Appropriate? Yes

Description
Children who like manipulative activities like puzzles and shape sorters will enjoy using their skills playing My Monster.

Likes to use and has good musical abilities

This game is not appropriate

Likes to use and has good drawing skills

This game is not appropriate

Autism Special Considerations

Appears to ignore other's communication and/or has difficulty giving eye contact to a communication partner

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Sit at an angle to the child, so direct eye contact is not needed.

Look at the game instead of each other.

Use unusual or exaggerated inflection to begin a communication about the game. This attracts the child's attention

Has difficulty understanding complex verbal directions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Combine short verbal instructions with visual and physical examples of each step.

Check for comprehension by asking the child to show you what to do next. "What do you do now?"

Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Provide the correct word if children mislabel a piece.

Respond to immediate echolalia (repeating what was just said) by rephrasing the child's response into a correct format, so the child can hear and repeat that phrase. For example, assume you are playing with a child named Andy and you say, "Your turn," and Andy repeats, "Your turn." You can say, "It's Andy's turn. You say, my turn." This allows the child to hear and repeat the correct response. Eventually, the child will pick up the pattern of response.

Delayed echolalia (repetition of previously heard comments) may have a hidden meaning or association. Look for connection in the phrase used to the current situation. For example, the child says, "After these messages we'll be right back!" Think what the repeated phrase is associated with for the child. Try to interpret what is meant and rephrase it for the child. For example, you might respond by saying, "It sounds like you want a break for a few minutes. Is that what you mean? You can tell me, 'I need a break.'"

Gets stuck repeating a verbal topic or physical actions and/or has difficulty attending to others' actions or topic.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Incorporate a preferred topic into the game to increase motivation. For example, if the child is fixated on a particular character, like a favorite super hero, ask what the character would do next?

Practice phrases for commenting on others' play actions. For example, you say to Joe (who is playing with you), "Joe matched the color. What color did Joe pull out?" Remind children about listening and watching others' before making their own comment or action.

Practice turn-taking in conversation. Use a cue, such as a touch on the shoulder, if needed.

Use the child's finger to point to what needs attention. They will attend to their finger first, and then the adult can point out the object they are pointing at, for example the different colors on the monster card.

Extend the child's action to make a correct response. For example, if the child says, "Red," you could say, "Yes that is red. Where does red go?"

Reinforce attention and actions by commenting on what was done correctly. For example, "You matched all your colors!"

Has difficulty producing speech/communication

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
My Monster can be played without talking, but communication should be encouraged. Labeling shapes and colors is an important part of the learning.

Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "Green," you could say, "Green heart."

Provide at least 10 seconds wait time for the child to process or produce responses. It may take longer to formulate a thought or response for children with special needs.

Has difficulty sequencing multi-step actions and/or doing complex abstract tasks

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
The directions are not complex for this game.

Demonstrates difficulty initiating and maintaining social interactions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Role play social situations and reinforce appropriate words and actions. For example, role play commenting on another player's turn. For instance, "You only need one more color."

Use video feedback of positive social behaviors. Video of actual play enables children to see what they or others did. Appropriate actions and interactions can then be discussed.

Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Reduce extraneous noise or allow the child to wear head phones or ear plugs if loud sounds cause anxiety.

A weighted vest worn during the game may provide additional pressure input and thus reduce fidgeting due to sensory needs. Pressure can be calming when used for no more than 20 minutes at a time.

Practice a phrase to ask for help and role play situations in the game where it is needed.

Provide techniques for self-calming, such as holding a special toy.

Allow time for movement. For example, a child who needs to move frequently can be given an opportunity to 'celebrate' their turn by running around the table or jumping up and down 10 times.

Has short attention span for non-preferred activities

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
This is a quick game, so the child should be able to maintain attention as long as completion of the task is motivating. If it is not, the adult needs to show excitement and encourage each turn.."

Needs sameness or consistent routines and/or has difficulty with transitions from one activity to another

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Play games at the same time every day, so the child anticipates the game routine.

Change the location of the game, so the child may play in different rooms, at the table, or on the floor. This will build tolerance for variation.

Prepare the child ahead time for the introduction of a new game. Talk about aspects that will be motivating for the child, and let them explore the parts of the game before setting out the whole game.

Provide a structure for placement of game pieces that can be the same each time the game is played. For example, have a specific location for where the board goes, the pieces, etc.Provide choices for how the child can be involved in set up or clean up. For example, you might ask, "Do you want to hand out the monsters or hold the bag with colored shapes?"

Involve the child verbally and with actions for the transition to the game table or at the end of game play. For example, you might say, "Let's look at the pictures on the game box and guess what it is about."

Use an object cue. Let the child hold an object from the game or activity you want to introduce prior to the transition. For example, if you were intending to play My Monster, you would hand the child a card from the game and say, "Look here is a monster. What game does it go with?"

Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Recognizing others' feelings and intentions is not essential for the game, but can be encouraged.

Model and point out what others are feeling and comment on their facial expressions or words.

Discuss what causes feelings in others. For example, "You are happy because you completed your monster. But, look at Joe's face. He is not happy because he's not done yet." Ask child to explain their own feelings and intentions.