ONE-ON-ONE ACTIVITY / TASK

Student Name: Taylor Roncali Date: November 9th, 2017

Placement: Kerrys Place

Purpose: During my time at placement thus far, I have observed that

Child A enjoys playing with play-doh as it is an activity where
Reason for completing he is able to play freely and create animals out of it, which are
the task. This could be his favourite thing. Child A is also working on verbal echoics,
based on an observation pronouncing the first letter of works, such as puh for playdoh
or puzzle. He is also working on sign language. Some of the
you made, a conversation
signs he is working on is play-doh, bubbles and book.
between you and your site
supervisor, etc Based off this observation, I have decided to create an activity
that is focused around play-doh.

Task: Due to the fact child A is highly motivated by animals and is

working on verbal echoics, I have decided to incorporate the
What are you planning in two skills together in one activity.
response to your purpose?
For this specific task, I will be presenting child A with play-doh
- Label your task (e.g. and animal, number and food cut outs. Animals that I have seen
Bulletin board focused child A play with through observation have been incorporated
on the importance of into this game, as well as animals with the verbal echoics he is
play-based learning). practicing. For example, duh for duck.

During the activity, child A could participate in such plays as

corporative, parallel or individually (ELECT, 2014).
 Objectives:
- What are your 3
1. Give child A the opportunity to explore different
objectives for this
domains freely by examining the play-doh and cut outs
experience? (i.e. Why
by himself. This will also allow him to enter this activity
are creating a bulletin
at his own comfort level as it is not part of his daily
board on the
routine and this can be hard for children with ASD to
importance of play- adapt to.
based learning? What 2. While child A is freely exploring the activity, it will give
message are you me the chance to observe him taking on a task alone.
sending?) 3. Due to the fact this is a new task and it is not repetition,
prompts such as hand over hand and verbal cues will be
used when necessary. Domain 1.3 Simple Turn Taking
will be demonstrated when prompts are being used.
4. Other domains that could be demonstrated through this
task are domains: 3.2 Receptive Language Skills
responding to verbal requests and pointing to objects
named, 3.3 Expressive Language Skills vocalizing
and babbling (verbal echoics), 4.3 Cause-and-Effect
Exploration repeating actions that produce outcomes,
5.1 Gross Motor Reaching and Holding/Releasing
Objects, 5.2 Fine Motor Palmar
Grasp/Coordination/Pincer Grasp.
5. I will create a fun and exciting game that will motivate
child A to want to complete.
Describe the experience:

- List the materials and

Description:
resources you will use
- Describe the Materials: Blue and Green Play-Doh, animal, people and
completion of the task, food cut outs.
with a step by step
description 1. Gather all the materials needed.
2. Place them on a table or floor. Make sure there is
nothing around to prevent risk of injury.
Reflection: During the activity, somethings that went well was the fact that
child A demonstrated all the seven domains listed in the
- What went well? objectives. When introducing the activity, no prompts were used
Provide examples for to show child A how to use the play-doh cut outs. Child A was
how you know it went asked to copy myself or the I.T throughout the activity. This is
well. when domain 1.3 Simple Turn Taking was demonstrated. The
- What didnt go well? last three domains, 4.3 Cause-and-Effect Exploration, 5.1
Provide examples for Gross Motor, and 5.2 Fine Motor all tied in together when
how you know it didnt child A picked up the play-doh or the cut outs, squished the
go well. play-doh and used his hands to push the cut outs into the play-
- What did you learn? doh. Child A demonstrated domina 3.2 Receptive Language
- What might you do Skills when he would complete a task asked of him. Child A
differently next time also demonstrated 3.3 Expressive Language Skills before the
you implement this activity was brought out. He was prompted to sign play-doh, as
same task and why? well as use the verbal echoic puh.
- Did you have to make
Something I learned during this activity is that child As fine and
any adaptations or
gross motor skills are well developed. Child A was able to grasp
modifications? If so,
the play-doh and cutters in his hands, as well as between his
what were they?
fingertips. He could also transfer the pieces between his hands,
- What type of
as well as rip the play-doh apart.
experience might you
plan to extend on this Next time this activity is implemented, something I might do
one? differently is have child A separate the cut shapes out of the
play-doh ball. I will also ask him to do more verbal echoics
throughout the activity.

No adaptations or modifications were made during this activity.

An experience I might plan to extend from this one would be

one that focus more on verbal echoics or gross motor skills. If I
was to focus on verbal echoics, I think I would implement a
game where child A needs to put items into a box, such as a
shape sorter. The shapes could be ones that he makes from
playdoh and cut outs. I would implement this activity because I
know child A is working on mastering the verbal echoic puh,
so when instructing child A to place the shape in the correct spot
you can mand for the echoic puh for him to put the shape in.

If I was focusing on gross motor skills, I would implement an

activity that requires him to use these skills in a more advanced
manner, for example throwing a bean bag into a cut out
cardboard hole or catch a small ball.
Field Supervisor Feedback:

Signature: _____________________________________ Date: ______________________