Bee Alert

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Can focus the movement of multiple objects at once
• Has a good memory for visual details
• Likes to make color matches

Is good at matching visual items

Is This Game Appropriate? Yes

Description
One aspect of Bee Alert is visual matching. Children who are good at that will enjoy playing the game, and, thus, continue to improve their visual matching skills. An unique feature of Bee Alert matching is that children need to match the color on a card with the color of a bee, not merely matching a card to card or bee to bee. And, it takes memory also, because all the bees are hidden under a bee hive.

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

Is This Game Appropriate? Yes

Description
One aspect of Bee Alert is visual matching. Children who are good at that will enjoy playing the game, and, thus, continue to improve their visual matching skills. An unique feature of Bee Alert matching is that children need to match the color on a card with the color of a bee, not merely matching a card to card or bee to bee. And, it takes memory also, because all the bees are hidden under a bee hive.

Has a good memory for words, phrases and dialouge

Is This Game Appropriate? Yes

Description
Bee Alert builds on children's visual memory strengths by requiring them to remember where each colored bee is hidden. This is a spatial memory strength builder. Bee Alert has a little extra challenge because the beehives (under which the bees are hidden) are moved around the game area during play.

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

Is This Game Appropriate? Yes

Description
Bee Alert involves six beehives with one colored bee under each. Players are trying to find the colored bee that matches the color of the cards they draw. During game play, players will slide the beehives around the game area. Thus, children who learn well through visualizing and replaying actions in their minds will be able to recreate how the beehives have been moved. We believe they will enjoy and, often win, at Bee Alert.

Likes activities with rules, such as math and phonics

This game is not appropriate

Is very concrete and literal

This game is not appropriate

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

This game is not appropriate

Likes established routines or set ways of doing things

This game is not appropriate

Likes manipulating, constructing or building things

This game is not appropriate

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 or stand at an angle to the child, so direct eye contact is not needed. Look at the game instead of each other. Rather than speak, sing communication between turns or when giving short directions. Music attracts the child's attention and interest. 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? No

Strategies for Developing Compensatory Skills:
Break down directions into small steps. Don't go through all the directions at once. 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.

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:
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 if they were playing? Practice phrases for commenting on others' play actions. For example, you say to Joe (who is playing with you), "Right on! You found three rings." Then ask the child, "What did Joe find? " 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 a motivation toy or object to gain the child's attention. For example, a preferred wind-up toy can be placed on the board when it is the child's turn. The child gets to wind up the toy after completing their turn. Extend the child's action to make a correct response. For example, if the child points to a bee hive, say, "Look under and see if you are right." Reinforce attention and actions by commenting on what was done correctly. For example, "You found the red bee. Yay for you!"

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:
Use augmentative communication, such as picture cards. For example, a picture of person pointing to another person means "your turn." Use gestures and sign language to illustrate actions or concepts. For example, use the sign language for each of the island pictures. This way the child and other players can indicate what they are looking for or found. Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "neck" the adult can say, "Yes. You found a necklace." 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? No

Strategies for Developing Compensatory Skills:
Make picture illustrations of the meaning of the bee, hive, and bear cards, so the child can refer to the pictures for the next step in the sequence. For example, the bear picture card could show an arrow from the hive in the child's hand to the middle of the table. The adult can then point to the appropriate picture card when the child doesn't remember the meaning of particular game card.

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:
Develop a social story to be read at the start of a game. A social story is a short booklet that illustrates how a child can use positive social skills. It includes two to five descriptive statements and a directive statement. For example: "When I watch others, I will know when it is my turn. Others like me when I take turns. I will watch what others do with their pieces and listen to what they say. Others like it when I talk about the game." Add photos or drawings of the child doing the actions described in the story. Role play social situations and reinforce appropriate words and actions. For example, role play finishing the game and congratulating the winner. Or, role play commenting on another player's turn. For instance, "Oh, too bad. You found a ring instead of a goblet." 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? 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 choices for how the child can be involved in set up or clean up. 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 Aargh! you would hand the child the ship and say, "Look here is a ship. What game does it go with? Let's go find it."

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? Yes

Strategies for Developing Compensatory Skills:

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:
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 found the red bee. But, look at Joe's face. He is not happy you took his hive." Ask child to explain their own feelings and intentions.