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Activity Title 2: Colored Candy Go Around Source:: Activities For Children, Adolescents, and Families

This activity involves dividing participants into groups and having them sort colored candies without eating them. Each color corresponds to a discussion question, such as "green" meaning words to describe themselves. Participants take turns choosing a candy color and answering the associated question. The activity aims to improve communication and insight among participants. It works best in smaller groups to avoid noise and allow the therapist to facilitate. Adaptations are provided for participants with hearing loss, such as using smaller groups and translators, and for those with autism, like using visuals and celebrating success.

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2K views

Activity Title 2: Colored Candy Go Around Source:: Activities For Children, Adolescents, and Families

This activity involves dividing participants into groups and having them sort colored candies without eating them. Each color corresponds to a discussion question, such as "green" meaning words to describe themselves. Participants take turns choosing a candy color and answering the associated question. The activity aims to improve communication and insight among participants. It works best in smaller groups to avoid noise and allow the therapist to facilitate. Adaptations are provided for participants with hearing loss, such as using smaller groups and translators, and for those with autism, like using visuals and celebrating success.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Activity Title 2: Colored Candy Go Around

Source: Arkell, K. (2010). Colored Candy Go Around. Assessment & Treatment


Activities for Children, Adolescents, and Families.
Equipment: Packs of candy with assorted colors, such as Skittles or jellybeans.
Description of Activity:
The therapist will begin the activity by dividing participants into groups of
5. If not enough participants are available to make group of 5, then make groups
of 3. Once everyone is settled down in their group, the therapist will distribute1015 candies to each group of participants. The therapist will have participants sort
their candy by color with instructions to not eat them. Ask one participant per
group to pick a color and tell how many they have of that particular color (i.e.,
Green- 2 green Skittles). Now participants will read the question based on the
color they chose. They will answer the question or to make up one that is
relevant for their current goals or issues (i.e., anger management, social skills,
etc.):
Green: Words to describe themselves
Purple: Ways they have fun
Orange: Things they like to change/improve about themselves
Red: Things they worry about
Yellow: Good things about others (i.e., family members or friends)
After one participant in a group has answered a question, they will choose
the next participant to pick a color candy and respond to that question according
to the color of the candy. They activity is complete when each person has
answered all questions. If a person does not have a particular color candy, they
will use candies that the person before them had. The candies can only be eaten
after a question is answered. Be sure that each participant has the floor when
speaking and that there is not interrupting or side conversations. The therapist
will open the floor with a discussion after each person has had a chance to
answer all questions. Some possible discussion questions are: what did they
you learn from today?, how will you work toward making
changes/improvements?, and did anything surprise you?
Leadership considerations:
This activity works best in smaller groups because if the groups tend to be
very large it will take a very long time to complete. This activity can be performed
indoor or outdoor, as long as there is a clean surface to place the colored
candies. The goal of this activity is to open communication among participants
and provide insight into the individuals dynamics. The therapist in the beginning
of the activity is a moderator because he/she will be creating the group and
explaining the activity to the participants. Once the therapist gives out the
candies, they can guide each group with starting the activity, but then allow them
to complete the activity on their own. The therapist will now be a facilitator and
provide help to the groups if required. Once all the participants have completed
the activity, the therapist will gather all the participants together and begin their

discussion. The discussion questions will be based on the participants needs


and interests. A safety hazard to be aware of in this activity is that participants do
no choke on the candy and if they are allergic to any substance in the candy.
Adaptations:
*Participants with Hearing Loss:
Participants that has hearing loss or hearing impairment include all losses
of hearing, regardless of type or degree. This can be defined as a state occurring
when a person is unable to understand speech through the ear alone, either with
or without a hearing aid (Datillo, 2012). For this activity we will adapt the activity
for participants with no understanding of hearing at all. In this activity participants
are required to communicate with one another to discuss their responds to the
questions. If there are too many groups, the activity can get rather loud.
Participants with hearing loss need to have noise reduction and reduce visual
distractions (Anderson, 2012). To do so, have smaller groups of participants.
Instead of working with 15 participants, work with 8 of them. This allows for less
noise in the room and less people to distract the participants with hearing loss.
Some participants are able to speech read, so it is vital to speak with them
directly and clearly. This allows them to interpret the information correctly (Datillo,
2012). Some other participants may use sign language, which can be translated
to other participants using an assistant translator (Anderson, 2012). So have a
translator present to assist the participants and the therapist as well.
*Participants with Autism Spectrum Disorder:
Participants with Autism Spectrum Disorder refer to a wide variety of
complex developmental disorders that typically appear in the first three years of
life. Participants have multiple problems, such as social interactions, restrictions
in verbal and non-verbal communication and repetitive behavior patterns (Datillo,
2012). To facilitate instructions for participants, use visuals to explain the
instructions and color code relevant information (Wright, 2001). To enhance the
instructions even more, the therapist needs to consistent with the participant.
This provides a positive and relaxed atmosphere for them (Datillo, 2012). In this
activity, participants are able to practice the ability of choice and control (Wright,
2001). By providing this opportunity for them, it allows them to increase their selfesteem and encourage socializing. If participants refuse to socialize, them allow
them to draw out their answers. Then help them explain the drawings to their
fellow peers (Wright, 2001). Lastly, it is important to celebrate their success.
Once they have completed all the candies, cheer hooray and congratulate them
with much positive attitude (Datillo, 2012).
Adaptations References
Anderson, K. (2012, August 1). Accommodations for Students with Hearing Loss.
Retrieved November 1, 2015, from http://successforkidswithhearingl
oss.com/relationship-hl-listen-learn/accommodations/
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure
Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.

Wright, K. (2001, November 1). 20 Classroom Modifications for Students with


Autism.
Autism/Asperger's Digest.

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