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Kevin Sheldon

LEI 4724
Activity 12
Activity Title: Jeopardy
Source: Jeopardy Style Custom Review Game. (n.d.). Retrieved October 1, 2015.
Equipment: Index cards, large cork board, paper, pen/ pencil
Description of Activity:
In this activity, the classroom will be split into even groups. Upon the individuals turn, the
participant will be asked to choose an index card displayed on the board. The group in which the
individual is a member of will represent that group and be responsible to recite the agreed upon
answer. Each group and each member in the groups will have a chance to represent their group,
giving everyone a chance to contribute towards their groups success. The group will be given
the number of points associated with the difficulty of the question asked. The group will be given
a set amount of time (determined by the therapist) to answer the question chosen by the group
representative. If the answer given is correct, the team is given the points and the index card is
removed from the board; if the answer given is incorrect, the index card is then placed back unto
the corkboard, giving another group a chance to steal the same question. After every index
card has been removed from the corkboard, the game is over and the amount of points for each
team is tallied. The team with the most points wins.
Leadership considerations:
This activity works in any group size settings. It is necessary to have the groups as evenly
distributed as possible. As the therapist, knowing the competencies of the grouping chosen is
vital towards the integrity of the game (no team should be deemed unfair with the participants
knowledge on the topics given). It is recommended that the therapist chooses a theme to base all
questions given on. For example, if the group is learning about a certain theme in their other
activities, such as recycling, basing the questions on recycling is recommended so that each
group member would be exposed to the same information given.
Clients who have intellectual disabilities: Depending on the cognitive level of the participants,
the therapist may feel the need to reduce the difficulty of each puzzle. Instead of presenting the
entire classroom with 500 piece puzzles at each table, a lower number may seem more
appropriate, such as a 200 piece or lower puzzle. Puzzle design is also an adaptation to take into
consideration (age appropriate designs displayed on the puzzles). More time set on the timer may
prove to be a valuable adaptation because it will allow the participant more time to contribute
towards a single puzzle without bringing discouragement if they werent able to contribute more
with less time given. Also, I have found that the addition of music almost always acts as a great
bond with any activity such as puzzles.

Clients who have ASD: When working with this population, transitioning (moving from one
activity or a part of an activity to another) can be challenging. To help smooth the anxieties that
accompany transitions, it is highly encouraged for the therapist to present the group with time
cues (for example 5 minutes until the groups rotate and again closer to the time you guys only
have 2 more minutes until we rotate to the next table) . These verbal cues coupled with the timer
noise will help to give the participants a mental concept of what to expect next and can cut down
on misbehaviors or anxieties commonly accompanied with ASD.