Denerie Monces

1. Activity Title: Abstract Painting

2. Sources for your activity and for your adaptations (APA citations)

Brandenberg, D. (July 27, 2017). Fun Activities for the Hearing Impaired.

Retrieved from https://www.sportsrec.com/play-broom-hockey-4597707.html

National Deaf Children’s Society. (n.d.). Making the arts deaf-friendly. Retrieved

from https://www.ndcs.org.uk/our-services/services-for-professionals/ deaf-friendly-

youth-activities/making-the-arts-deaf-friendly/

3. Equipment needed

● Canvas

● Acrylic Paint

● Masking tape

● Scissors

4. Activity Description

● Hand out the supplies

● Participants have the choice to free designs their abstract painting

● Put the tape to the canvas in a geometric pattern

● Paint over the canvas and the tape in a color scheme

● Wait for the paint to dry

● Remove the masking tape

5. Primary social interaction pattern(s) (activity analysis) – Explanation of

the reason for the chosen pattern or patterns.

 a. The chosen social interaction pattern for participating in this activity would

be extra-individual. The action directed to the participants is painting

toward an object which is the canvas. There is no required contact with

another person and this is an individual activity. The purpose of this

activity is to promote creativity and expression. They are not just learning

new skills but it also helps children with hearing impairment to improve

their confidence, communication, creativity, imaginative and emotional

skills.

6. Adaptation:

a. The only adaptation for abstract painting is showing them the whole step and

process of doing this activity. People diagnosed with hearing loss often have

social challenges and feel left out by not being fully fit into any social group

because of the difficulty of communicating with others. By including adaptation

for this enjoyable activity, it helps the participants to foster communication and

contribute to a feeling of community.

7. Participant: 13 years old with hearing impairment

 ACTIVITY ANALYSIS FORM

Abstract Painting

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 ACTIVITY ANALYSIS FORM

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Old clothes

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ACTIVITY ANALYSIS FORM

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 ACTIVITY ANALYSIS FORM

Paint, paint brush, canvas, blue tape, scissor

From:

Peterson, C. A., & Stumbo, N. J. (2009). Therapeutic recreation program design: Principles and
procedures (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.

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 FUNCTIONAL SKILLS ASSESSMENT / ANALYSIS

Place an X in the appropriate box; describe if needed

Type of play
Unoccupied: Watching and responding to things in the environment that catches one’s X
a:en;on, such as sounds, colors, movements, and sensa;ons
Onlooker: Occupying oneself by purposeful observa;on of the ac;vi;es of others with
objects, toys, materials, or games, but not joining in their ac;vi;es
Solitary: Occupying oneself in purposeful, sustained engagement in ac;vi;es with objects, X
toys, materials, or games
Parallel: Engaging in purposeful, sustained ac;vi;es with objects, toys, materials, or games X
in the presence of other persons also engaged in play, but not joining in their ac;vi;es
Associa6ve: Engaging in ac;vity and play next others who are doing the same ac;vity, and X
takes, lends, and borrows objects, toys, materials, or games from others
Shared Coopera6ve: loining others in sustained engagement in ac;vi;es with objects, toys, X
materials, or games with a shared goal or purpose
Imagina6ve Play: Also referred to as pretend play. Role playing and ac;ng out experiences
of something of interest. May be with or without others, and within the context of other
types of play.

Interaction pattern
Intra-individual: Ac;on taking place within the mind or ac;on involving the mind and a
part of the body; requires no contact with another person or external object
Extra-individual: Ac;on directed by a person toward an object; requires no contact with x
another person
Aggregate: Ac;on directed by a person toward an object while in the company of other
persons who are also direc;ng ac;on towards objects; ac;on is not directed toward each
other; no interac;on between par;cipants is required or necessary
Inter-individual: Ac;on of a compe;;ve nature directed by one person toward another
person
Unilateral: Ac;on of a compe;;ve nature among three or more person, one of whom is an
antagonist or “it”; interac;on is in simultaneous compe;;ve rela;onship

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Mul6lateral: Ac;on of a compe;;ve nature among three or more persons with no one
person as an antagonist
Intra-group: Ac;on of a coopera;ve nature by two or more persons intent upon reaching a
mutual goal; ac;on requires posi;ve verbal or nonverbal interac;on
Inter-group: Ac;on of a compe;;ve nature between two or more intra-groups

Directionality skills Place an X in the appropriate box – describe

LeO/right X
Up/down X
Around X
Over/under
Person/object
Person/person
Object/object X

Physical skills Place an X in the appropriate box – describe

Ac;ve range of mo;on: Neck/Head X

Ac;ve range of mo;on: Upper extremi;es X
Ac;ve range of mo;on: Trunk
Ac;ve range of mo;on: Lower extremi;es
Balance: Dynamic siWng (performing gross X
body movements while siWng – e.g.,
reaching while siWng)
Balance: Dynamic standing (performing gross X
body movements while standing – e.g.,
swinging a golf club)
Balance: Sta;c siWng (siWng s;ll)
Balance: Sta;c standing (standing s;ll)
Bending

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Bilateral integra;on (using both leO & right X
side of body together at the same ;me – e.g.,
holding cards in right hand and picking them
with leO hand)
Cardiovascular endurance (the act, quality, or
power of withstanding stress on the
cardiovascular system)
Carrying in the arms X
Carrying in the hands
Carrying on the head
Carrying on shoulders, hip, and/or back
Catching
Climbing
Crawling
Crossing midline (moving body part across
the middle of the body – e.g., moving right
arm across the body to the leO side)
Fine motor coordina;on (using small muscle X
groups for controlled movement, par;cularly
in object manipula;on)
Flexibility (ease of bending)
Grasp: Palmar Grasp (adducted thumb) X
Grasp: Scissor Grasp (object held b/t side of X
finger & thumb)
Grasp: Radial-Digital Grasp (object held b/t
thumb & fingers so that it is not touching the
palm)
Grasp: 3-law Chuck Grasp (holding object b/t
thumb & 2 fingers)
Grasp: Pincer Grasp (holding object b/t index
finger & thumb)

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Gross muscle coordina;on (using large
muscle groups for controlled, goal-oriented
movements)
HiWng
Hopping
lumping
LiOing
Manipula;ng
Motor control (conceiving & planning a new
motor act in response to an environmental
demand)
Moving around obstacles
Moving on different surfaces
Moving around using equipment
Muscle strength (muscle power, force)
Picking up
Pulling
Punching
Pushing with upper extremi;es
Pushing with lower extremi;es
PuWng down objects
Reaching
Releasing
Running
Skipping
Speed (quickness of movement)
Standing

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Stretching
Swimming
Throwing
Turning or twis;ng hands or arms
Visual-motor integra;on (coordina;ng the
interac;on of informa;on from the eyes with
body movement during ac;vity)
Walking long distances (> 250’, community
distances)
Walking short distances (< 250’, household
distances)

Cognitive skills Place an X in the appropriate box – describe if necessary

Arousal/Alertness (demonstra;ng alertness

& responsiveness to environmental s;muli)
A:en;on: Alterna;ng a:en;on (alterna;ng
back and forth b/t mental tasks – e.g.,
chopping vegetables while periodically
checking food on the stove)
A:en;on: Divided A:en;on (ability to do
several things at once)
A:en;on: Focused a:en;on (ability to X
respond to different kinds of s;mula;on;
involves direc;on and orienta;on)
A:en;on: Selec;ve a:en;on (ac;va;ng &
inhibi;ng responses selec;vely; involves
discrimina;on of s;mulus informa;on &
differen;a;ng responses)
A:en;on: Sharing A:en;on (mental
func;ons that permit focusing on the same
s;mulus by two or more people, such as a
child & caregiver both focusing on a toy)

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A:en;on: Sustaining A:en;on (vigilance;
maintaining a:en;on for a long ;me)
Calcula;on (ability to do math)
Categoriza;on (iden;fying similari;es of &
differences among pieces of environmental
informa;on)
Cogni;ve flexibility (mental func;ons of
changing strategies, or shiOing mental sets,
especially as involved in problem-solving)
Concept forma;on (organizing a variety of
informa;on to form thoughts and ideas)
Concentra;on (ability to do mental work X
while a:ending, the process of ac;ve
encoding in working memory)
Decision Making: Complex (making a
complex choice among op;ons,
implemen;ng the choice, & evalua;ng the
effects of the choice, such as purchasing
concert ;ckets)
Decision Making: Simple (making a simple X
choice among op;ons, implemen;ng the
choice, & evalua;ng the effects of the choice,
such as deciding which card to choose in a
card game)
Ini;a;on (star;ng a physical or mental
ac;vity)
Insight (awareness and understanding of
oneself & one’s behavior)
Intellectual Knowledge (academic
knowledge)
ludgment (discrimina;ng between & X
evalua;ng different op;ons, such as those
involved in forming an opinion)

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Memory: Long Term (long-term storage of
informa;on from short-term memory)
Memory: Short Term (temporary memory
store of around 30 seconds dura;on from
which informa;on is lost if not consolidated
into long-term memory)
Orienta;on: Person (awareness of one’s own
iden;ty & of individuals in the immediate
environment)
Orienta;on: Place (awareness of one’s
loca;on, such as one’s immediate
surroundings, one’s town or county)
Orienta;on: Time (awareness of day, date,
month, & year)
Orienta;on: Topographical (determining the
loca;on of objects & seWngs & the route to
the loca;on)
Organiza;on and Planning (coordina;ng X
parts into a whole, of systema;zing;
developing a method of proceeding or
ac;ng)
Problem Solving: Complex (finding solu;ons
to a complex problem involving mul;ple &
interrelated issues, or several related
problems, by iden;fying and analyzing the
issue, developing solu;ons, evalua;ng the
poten;al effects of the solu;ons & execu;ng
a chosen solu;on.)
Problem Solving: Simple (finding solu;ons to X
a simple problem involving a single issue or
ques;on, by iden;fying and analyzing the
issue, developing solu;ons, evalua;ng the
poten;al effects of the solu;ons & execu;ng
a chosen solu;on)

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Reading (ability to read)
Recogni;on: Number (ability to recognize
numbers - e.g., on cards, clock, score card)
Recogni;on: Size (ability to recognize sizes - X
e.g., small, big)
Recogni;on: Shape/Form (ability to recognize X
shapes/forms - e.g., square)
Sequencing (placing informa;on, concepts,
and ac;ons in order)
Spa;al opera;ons (mentally manipula;ng
the posi;on of objects in various
rela;onships)
Spelling (ability to spell words)
Strategy (mental func;ons to make a plan, X
method, or series of maneuvers for obtaining
a specific goal or result)
Thought: Abstract Thought (thinking X
characterized by the ability to use concepts &
to make & understand generaliza;ons, such
as of the proper;es or pa:ern shared by a
variety of specific items or events)
Thought: Concrete Thought (thinking X
characterized by a predominance of actual
objects & events and the absence of
concepts & generaliza;ons.)
Time Management (planning & exercising X
conscious control over the amount of ;me
spent on specific ac;vi;es, especially to
increase effec;veness, efficiency, or
produc;vity)
Wri;ng (ability to write) X

Sensory abilities Place an X in the appropriate box – describe if necessary

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Auditory func;on
Gustatory (taste) func;on
Olfactory (smell) func;on
Tac;le (touch) func;on X
Visual func;on X

Communication/language skills Place an X in the appropriate box – describe if necessary

Recep;on to spoken language (ability to

understand spoken language)
Recep;on of wri:en language (ability to
understand wri:en language)
Recep;on of body language (ability to
understand body language/non-verbal)
Recep;on of signs and symbols (ability to X
understand signs & symbols)
Expression of spoken language (ability to
speak)
Expression of wri:en language (ability to X
write)
Expression of body language (ability to
produce and communicate non-verbally)
Expression through signs and symbols (ability X
to produce signs & symbols)
Ability to communicate in alternate manner –
describe

Social & interpersonal skills Place an X in the appropriate box – describe if necessary

Conversa;on: Star;ng a conversa;on

(beginning a dialogue or interchange, such as
by introducing oneself, expressing customary
gree;ngs, and introducing a topic or asking
ques;ons)

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Conversa;on: Sustaining a conversa;on
(con;nuing & shaping a dialogue or
interchange by adding ideas, introducing a
new topic, or retrieving a topic that has been
previously men;oned, as well as by taking
turns in speaking or signing)
Conversa;on: Ending a conversa;on
(finishing a dialogue or interchange with
customary termina;on statements or
expressions and by bringing closure to the
topic under discussion)
Handling cri;cism (providing & responding to
implicit & explicit differences of opinion or
disagreement, in a contextually and socially
appropriate manner)
Heterogeneity (interac;ng with people who
are different from each other - culture, social,
biological, etc.)
Homogeneity (interac;ng with people who
are the same - culture, social, biological, etc.)
Interpersonal interac;ons (using verbal and X
non-verbal communica;on to interact with
others)
Maintaining social space (being aware of &
maintaining a distance between oneself &
others that is contextually, socially, &
culturally appropriate)
Physical contact (making & responding to
bodily contact with others, in a contextually
& socially appropriate manner)
Rela;ng with equals (crea;ng & maintaining
formal rela;ons with people in the same
posi;on of authority, rank, or pres;ge
rela;ve to one’s own social posi;on)

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Rela;ng with persons in authority (Crea;ng
& maintaining formal rela;ons with people in
posi;ons of power or of a higher rank or
pres;ge rela;ve to one’s own social posi;on,
such as an employer)
Rela;ng with subordinates (crea;ng &
maintaining formal rela;ons with people in
posi;ons of lower rank or pres;ge rela;ve to
one’s own social posi;on, such as an
employee or servant)
Regula;ng behavior (regula;ng emo;ons
and impulses, verbal aggression & physical
aggression in interac;ons with others, in a
contextually and socially appropriate
manner)
Rela;onships: Forming rela;onships
(beginning & maintaining interac;ons with
others for a short or long period of ;me, in a
contextually & socially appropriate manner,
such as by introducing oneself)
Rela;onships: termina;ng rela;onships
(bringing interac;ons to a close in a
contextually & socially appropriate manner,
such as by ending temporary rela;onships at
the end of a visit)
Self-expression (using a variety of styles & X
skills to express thoughts, feelings, & needs)
Social conduct (Interac;ng using manners,
personal space, eye contact, gestures,
ac;vity listening & self-expression
appropriate to one’s environment
Social cues (giving & reac;ng appropriately
to signs & hints that occur in social
interac;ons)

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Showing respect & warmth (showing &
responding to considera;on & esteem, in a
contextually & socially appropriate manner)
Showing tolerance (showing & responding to
understanding & acceptance of behavior, in a
contextually & socially appropriate manner)

Self-care skills Place an X in the appropriate box – describe if necessary

Caring for skin, teeth, hair, nails, etc.

Dressing
Ea;ng
Hygiene (kempt hair, clean clothes, clean
body smell)
Toile;ng
Washing/drying one’s self

Psychological/emotional outcomes Provide examples of situa9ons within the ac9vity that could cause this emo9on

Posi;ve Emo;onal Outcomes

Growth & development (con;nua;on or in a
new direc;on)
Hope/op;mism (a sense of something good
to come)
Inner strength (drawing upon one’s own or X
others)
loy (the emo;on of great delight or X
happiness caused by something excep;onally
good or sa;sfying; keen pleasure; ela;on
(e.g., winning the game, finishing a task)
Posi;ve emo;ons of escala;on (feeling X
entertained, excited, amused, joyful, happy,
playful)

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Posi;ve emo;ons of de-escala;on (feeling a X
sense of inner calmness, peace of mind,
tranquility, serenity, relaxa;on)
Posi;ve emo;ons of well-being X
(rejuvena;on, sa;sfac;on, personal
fulfillment, gra;fica;on)
Sense of competence/mastery
Sense of connec;on & belonging (within the X
self, with individuals/groups, with animals/
nature, with higher power/spirit, with one’s
culture/history)
Sense of freedom/autonomy X
Sense of iden;ty (building, expression, X
transforming)
Nega;ve Emo;onal Outcomes
Anger: The emo;on of feeling resentment,
fury, or rage (e.g., defeated)
Emo;onal pain: The emo;on of feeling
mental anguish or despair; mental suffering
(e.g., rejected, secluded)
Fear: The emo;on of feeling afraid;
threatened; dread; alarm (e.g., fear of
physical injury, social rejec;on, not
measuring up to expecta;ons)
Frustra;on: The emo;onal feeling of X
dissa;sfac;on, oOen accompanied by anxiety
or depression, resul;ng from unfilled needs
or unresolved problems (e.g., abili;es don’t
match requirements of task, things beyond
control impact outcomes)
Guilt: The emo;on of feeling remorse
whether real or imagined (e.g., leWng
someone down)

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