Digger's Garden Match

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Likes activities based on colors and shapes.
• Has a good memory for visual details.
• Is good at making visual matches and patterns.

Is good at matching visual items

Is This Game Appropriate? Yes

Description
This game is based on matching simple shapes and colors. Children with these skills can enjoy demonstrating their abilities.

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

This game is not appropriate

Likes to put things in order or a sequence

Is This Game Appropriate? Yes

Description
While Digger's Garden Match is primarily about matching, it also involves ordering shapes and colors together. Children who like putting like objects together or making puzzles will be able to apply those skills to this game. Learns through visualizing or "replaying" actions in their mind

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
Digger's Garden Match does not require abstract or analogous thinking. All of the tiles have clear color sections and shapes in those sections. Thus, children who prefer concrete and literal activities may feel comfortable with this game as they attempt to match colors or shapes. Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)

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

Is This Game Appropriate? Yes

Description
Some children with autism enjoy building or constructing things, which involves manipulating and changing the orientation of shapes to make them fit together. Players can hone these skills as they rotate their Garden Match tiles looking for the best match to those already on the table Likes to us and has good musical abilities

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 photos to illustrate what needs to be done. These can be taken ahead of time. The combination of pictures and actions reinforces learning the steps. Also, take pictures during the game for use in later discussions about the game and what happened.
Check for comprehension by asking the child to show you what to do next.
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:
Incorporate a preferred topic into the game to increase motivation. For example, if the child is fixated on a particular character, like a favorite superhero, ask what the character would do if they were playing? For example, place an action figure of the favorite superhero on the number 50 and say, "You need to get the dog bone to [favorite superhero] so he can get it to Digger!"
Practice phrases for commenting on others' play actions. For example, you say to Joe (who is playing with you), "Right on! You got a total of 5 on that play ." Then ask the child, "What did Joe do? "
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.
Use the child's finger to point to what needs attention. They attend to their finger first, and then the adult can point out the object they are pointing at. Extend the child's action to make a correct response. For example, if the child gets stuck on always matching one color, the adult can say, "Try another color. Look at the triangles. Do they match anything?"
Reinforce attention and actions by commenting on what was done correctly. For example, "I love how you looked carefully at the tile before placing it!"

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' (two hands facing down, spread out from the middle 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. The game does not need much communication, but signs could be used for the various symbols and counting.
Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "tria" the adult can say, "triangles. You matched TWO TRIANGLES."
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 physical actions to walk through steps numerous times, with less support for the final step each time. This is called "shaping." For example, walk through the steps of looking at the cards and matching the symbols, and counting the total, and moving the bone. Then do the first steps together and at the last step say, "What do you do next?"
Make picture cards of each step of a game, so the child can refer to the pictures for the next step in the sequence.

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, "Good play, Matt!"
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:
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 want to get a big number when you add your symbols. Then you get to move your bone further!"
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. For example, examine the bones and tiles.
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 tiles, 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 pass out the bones or the tiles?" 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 Digger's Garden you would hand the child a bone from the game and say, "Look here is a bone. Let's see what game we can play?"

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 got to move your bone 5 steps. But, look at Joe's face. He is not happy because he only moved 2 places."
Ask child to explain their own feelings and intentions.
Ask child to explain why other players did specific actions in the game.