Pop Belly

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Good at spatial reasoning in order to decide if a pig's belly is about to pop.
• Enjoys fine motor activities involving manipulating small objects.
• Likes to analyze situations.

Is good at matching visual items

Is This Game Appropriate? Yes

Description
Children need to match the color on die to the pig on the rug of that same color and put at least one chip in that pig. This is only one aspect of the play sequence, but children who are good at matching can tell other players what pig they have to feed.

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

Is This Game Appropriate? Yes

Description
There are several sensory aspects to this game that may appeal to children who like sensory input. First, children note which pigs are filling up. They may attend to the sound of the chips, the size of the different pigs' bellies, and remember which pigs have been fed by other players. Children who have a good memory for these aspects will do well with the game

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

Is This Game Appropriate? Yes

Description
Children can predict which pigs are getting full by visualizing where other players have placed chips.

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
Players see the number of chips being placed and note the color of the rugs with the pigs being fed the most. When a pig pops, the chips inside are distributed and players move the number of spaces corresponding to their colored chips in the pig. All of these aspects are very concrete and easy to follow. Children with autism who like these concrete elements may like this game.

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

Is This Game Appropriate? Yes

Description
Nonverbal logic is used in deciding which pig to feed. Children use memory and logic to determine which pigs may have more room for chips.

Likes spatial problem solving

Is This Game Appropriate? Yes

Description
Spatial problem solving is involved in Pop Belly. Players need to determine how much space will be filled by the chips that are fed to a given pig and then estimate the space remaining for more chips. This will determine which pigs are selected to receive their chips.

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
Fine motor skills are used to manipulate the chips and feed the pigs, to put the empty pigs and bellies back together, and to move tokens on the board. Children with good fine motor skills will enjoy this aspect of the game.

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:
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.

Use the online video to illustrate the directions. The visualization assists comprehension.

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.

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:
Ask children to name the colors of the pigs they will feed and count their chips as they feed them. This gives children practice in using simple terms and allows adults to observe accuracy of 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? No

Strategies for Developing Compensatory Skills:
The cause-and-effect nature of the game may lead children to want to pop the pig instead of trying NOT to pop the pig. They may consequently forget to split the chips between two pigs. Remind the child at each turn, "You do NOT want the pig to pop."

Remind children about listening and watching others' before making their own comment or action. Especially remind children to watch and remember which pigs have already been fed a lot, as these may be ready to pop.

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, point to the die with the child's finger and say, "Four chips." Point to the other die and say, "You must feed the pig on the blue rug."

Extend the child's action to make a correct response. For example, if the child only feeds one pig two chips and stops, say, "You threw a four (point to the 4 on the die) You can feed two more chips to any pig." Reinforce attention and actions by commenting on what was done correctly. For example, "You made a good choice. The pig did not pop!"

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 for 'finished' (turn two hands to face down, then spread hands 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.

Encourage children to comment after their turn. "What did you just do with your chips?"

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:
Use a verbal and/or physical prompt for each step of a turn. After several turns, wait and see what the child can do independently. Provide additional prompts as needed until the child can complete a turn independently.

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? No

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 commenting on another player's turn. For instance, "Oh, too bad. It popped!."

Encourage discussion of which pigs may be ready to pop in between turns. Although, typically this would not be a good strategy in a competitive game, the purpose here is to encourage conversation among players.

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?

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.

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.

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 put the pigs together or set up the board?"

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 Pop Belly you would hand the child a pig from the game and say, "Look here is a pig. Let's see what we do with it!"

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 get to move your piece. But, look at Joe's face. He is not happy because he popped the pig."

Ask child to explain their own feelings and intentions. "Why did you pick that pig?" If they cannot respond, give a choice. Did you think it was empty or full?"

Ask child to explain why other players did specific actions in the game. Why questions are difficult for children to answer. You may want to provide a model. For example, "I wonder why Joe picked that pig to feed. I'll bet he knew it hadn't been fed yet."