ONE-ON-ONE ACTIVITY / TASK

Student Name: Taylor Roncali Date: October 12th, 2017

Placement: Kerrys Place

Purpose: During my time at placement thus far, I have observed that child
A is extremely motivated by animals. From the time he comes
Reason for completing in, till the time he leaves, child A is fixated to animal toys and
the task. This could be activities. 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.
you made, a conversation
between you and your site Based off this observation, I have decided to create an animal
supervisor, etc hatch and hunt for child A to play with.

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

What are you planning in
response to your purpose?
- Label your task (e.g.
Bulletin board focused
on the importance of
play-based learning).
working on verbal echoics, I have decided to incorporate the
two skills together in one activity.
For this specific task, I will be creating an animals hatch and
hunt game. This game will be a selection of different animals
that are within little eggs. Each egg will have a capital and
lowercase letter on the front of it that the animal starts with, for
example Dd for dog. Animals that I have seen child A play with
through observation have been incorporated into this game, as
well as animals with the verbal echoics he is practicing, like
buh for bear.

As well as helping with his verbal echoics, this activity will

allow child A to become more familiar with his letters and see
which letters correspond with what animals. During the activity,
Student A could participate in such plays as corporative, parallel
or individually (ELECT, 2014).
- What are your 3 Objectives:
objectives for this
1. Give child A the opportunity to explore different
experience? (i.e. Why
domains freely by examining the animals by himself.
are creating a bulletin
This will also allow him to enter this activity at his own
board on the
comfort level as it is not part of his daily routine and this
importance of play-
can be hard for children with ASD to 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: Egg carton, plastic Easter eggs, little animals,
completion of the task, and permanent markers.
with a step by step
description 1. Gather all the materials needed.
2. Place one animal in each egg.
3. Write the appropriate capital and lowercase letter on the
front of the egg to match the animal inside. For example,
Hh waould be placed on the front of the egg if there is a
hippo inside.
4. Place the 12 eggs inside a milk carton. Allow for easy
carrying access, as well as representation that eggs can
be found in a carton.
Reflection: During the activity, somethings that went well was the fact that
child A demonstrated six out of the seven domains listed in the
- What went well? objectives. When introducing the activity, prompts were used to
Provide examples for show child A what could be done with the eggs. This is when
how you know it went domain 1.3 Simple Turn Taking was demonstrated. When
well. child A was asked where an animal was, he would point to it or
- What didnt go well? hand it off to me or the I.T. This was a demonstration of the
Provide examples for domain 3.2 Receptive Language Skills. The last three domains,
how you know it didnt 4.3 Cause-and-Effect Exploration, 5.1 Gross Motor, and 5.2
go well. Fine Motor all tied in together when child A opened the eggs,
- What did you learn? removed the animals and then proceeded to close the eggs and
- What might you do place them back in the egg carton. The domain 3.3 Expressive
differently next time Language Skills was not demonstrated by child A during the
you implement this activity. Although the letter sounds were being pronounced for
same task and why? him, I feel like the activity itself was a little too exciting for us to
- Did you have to make have him stop and provide a correct verbal echoic.
any adaptations or
Something that I felt could have gone better during the activity
modifications? If so,
was having child A perform more verbal echoics when being
what were they?
presented with the animals. Although child A is not able to
- What type of
pronounce all the verbal echoics of the animals used in the
experience might you
activity, more demand should have been put on him to attempt
plan to extend on this
the ones he does know.
one?
Something I learned during this activity is that child As fine and
gross motor skills are well developed. Child A was able to open
the eggs, grasp them in his palms, transfer pieces between hands,
as well as put the two egg pieces back together.

Next time this activity is implemented, something I might do

differently is have child A attempt more verbal echoics before
being presented with the egg. This was the one objective I had
for him that he did not demonstrate and this is one of the skills
he is working on in his program.

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. 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 toy in.

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

game 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:

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