Share a Berry

Autism Strengths & Interests

Short Summary of Strengths & Interests

• Prefers cooperative play.
• Likes to use their dexterity with small objects in play, especially threading type of activities.
• Likes counting.

Is good at matching visual items

Is This Game Appropriate? Yes

Description
Share a Berry requires children to turn over and look at the picture on their path. They then match the number on the card to the real objects, or "berries" they put on their string.

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

Is This Game Appropriate? Yes

Description
The action of threading the bead requires the child understands how to orient the bead and string in order to combine them. Children feel a sense of accomplishment with each bead added.

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
Threading the beads at each turn leads to a longer and longer string of beads. There is no right order of beads, only the right number, so children are reinforced for saying the right number by getting to add that number of beads to their string.

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
The game is very concrete, with pictures and objects (berries) as the key components of the game. The berries are a concrete representation of the numbers, thus, building number concepts in a concrete way. The winner is also determined by a visual comparison of amounts of beads strung.

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

Is This Game Appropriate? Yes

Description
Simple spatial problem solving is involved at the end of the game when players compare the length of their strings of beads to see whose has longest.

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 who like lining things up and stringing beads will enjoy putting the "berries" on the string during their turn. This will be a motivating factor to play the game!

Likes established routines or set ways of doing things

Is This Game Appropriate? Yes

Description
One advantage of Share a Berry is that the entire game is set out at the start. No card drawing or movement of pieces needs to be tracked. The same routine is followed on each turn. The simplicity and routine of play is an advantage for children who like sameness.

Likes manipulating, constructing or building things

Is This Game Appropriate? Yes

Description
Manipulating and making a long string of beads is motivating to children who like manipulating small objects and putting them in a sequence.

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.

Communication is not required in Share a Beary, 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 the online video at Simplyfun.com to walk children through the directions. Video support is helpful for children with special needs.

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.

Make sure children understand the meaning of the pictures on the cards in relation to the numbers on the cards.

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 turns over a card, ask, "Now what should you do?"

Reinforce attention and actions by commenting on what was done correctly. For example, "You remembered to put two berries on your string!"

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:
Conversation is not required, but players can be encouraged to comment on each others' plays.

Talking is not required, but ask players to say out loud what the card means and comment on their actions. This gives the child practice in initiating a conversation. The adult should respond with a conversational turn. For example, the child says, "Two." The adult can say, "Yes, you can pick two berries." This gives the child an example of the meaning of the problem and also offers a response to their 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:
Children with special needs may need prompting for each different part of the game sequence (adding beads, sharing beads, etc, etc.)

Although the directions are fairly simple, children may not understand the meaning of the representations on the pictures without support. Children may need prompts related to adding and subtracting berries.

Children with special needs may need prompting for each different part of the game sequence (adding, taking away, counting, comparing).

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 a story about picking berries.

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.

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:
lay 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 set up board or hand out the strings?" 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 Share a Beary you would hand the child a berry and say, "Look here is a berry. Let's see where it goes."

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:
Children do not have to understand other players' feelings or intentions, but they should be encouraged to pay attention to others.

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 picked two berries. But, look at Joe's he is also happy. He is sharing a berry." Ask the child to explain their own feelings and intentions.