Math Room

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Likes simple addition and subtraction.
• Enjoys simple puzzles.
• Likes to make numerical matches.

Is good at matching visual items

This game is not appropriate

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

This game is not appropriate

Has a good memory for words, phrases and dialouge

This game is not appropriate

Has a good memory for pictures, numbers and patterns

Is This Game Appropriate? Yes

Description
Children who know simple addition and subtraction will enjoy showing off those skills in Math Room. On each turn, the players need to perform a single digit math problem as quickly as possible. If needed, play the game in turns rather than everyone playing simultaneously in order to allow a child with autism enough time to find the needed sum for their game board.

Likes to put things in order or a sequence

Is This Game Appropriate? Yes

Description
For children with autism who are good at organizing and sequencing, Math Room is a good game. During the game, players will place window tiles on the correct spot on their game board. Additionally, each turn involves a simple addition or subtraction sequence.

Learns through visualizing or "replaying" actions in their mind

This game is not appropriate

Likes activities with rules, such as math and phonics

Is This Game Appropriate? Yes

Description
Some children with autism enjoy activities that have clear rules for guiding their experience. Because Math Room is based on simple addition and subtraction, it is good for children like this who like math.

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

Is This Game Appropriate? Yes

Description
Some children with autism strongly prefer the same routine. These children will enjoy Math Room since every round of the game is the same, and the math itself is simple and follows clear rules.

Likes manipulating, constructing or building things

Is This Game Appropriate? Yes

Description
The winning player in Math Room is the person who covers all the spaces on their game board with 10 window tiles. Children who are good at and enjoy activities like Bingo, sorting and playing with blocks will use similar skills in Math Room. Additionally, it can be very motivating for these children to keep playing the game in order to fill in any missing spots.

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:
Look at the game instead of each other.

Communication is not needed in Math Room, but should be encouraged.

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.

Use hand-over hand guidance if needed, so children feel the actions as the directions are being given. This helps develop the child's memory for the correct movements. Gradually reduce the support as the game is learned.

Check for comprehension by asking the child to show you what to do next. For example, if a number on the board is already covered up, ask the child, "Is there something you can do with the key to try another way?"

Let children read the directions as they are explained. Visualizing the words is often a stronger learning method for children with autism.

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:
Remind children about listening and watching others' before making their own comment or action.

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 doesn't think to turn the key over, the adult can turn the key over, then turn it back. The child may then be reminded of this option.

Reinforce attention and actions by commenting on what was done correctly. For example, "You remembered option on the other side. Good 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 gestures and sign language to illustrate actions or concepts. For example, use the sign for 'finished' (turn two hands to face down, then spread outward from the center of the body), point to the next player and say, "I'm done. It's your turn." The signs and gestures add a visual component to support understanding.

Talking is not required, but ask players to say their math problem out loud. This gives the child practice in initiating a conversation. The adult should respond with a conversational turn. For example, the child says 6-3=3 and covers the three. The adult can say, "I had six cookies and you ate 3. 3 are left." This gives the child an example of the meaning of the problem and also offers a response to his statement.

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:
Provide manipulatives, such as blocks to make the problems more concrete.

Remembering the option of turning over the key, may be difficult for some children. One option is to take a picture of the opposite side of the key and leave it next to the actual key so the child can see both sides at once.

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.

Add a social component to the game by having children make up silly story problems to illustrate the problems. For example, "Six monsters ate 5 goats. Only one goat was left."

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:
Provide a break when needed.

Use "when...then" phrases. For example, "When you take your turn, then I'll let you play with your toy."

Frequently remind the child of the goal of the game. "You need to fill up all the spaces on your board. You only have two left."

Incorporate a motivating activity as part of the play. For example, each player gets to manipulate a fun 'fidget' toy, such as a stress ball or squeeze toy in between turns.

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:

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? 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 cards or set out the windows and keys ?" 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 Math Room you would hand the child key and say, "Look here is a key. Let's see what it is for."