An adult uses two adaptations, a switch device and a box to all a preschool aged child to participate in a game with another child (running time 3 min. 20 sec).
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Chloe:
I want to do that.
Teacher:
All right, let’s do it then. You guys wanna do this?
Chloe:
Ya! Ya! I do.
Narrator:
This is Perl and Perl is working on a number of different things, one of which is peer interaction. So this is a Turn Ticky game that Perl can participate independently with and talk with her peers, and listen to what peers say to her. It’s a pretty cool game. In order to set up for this activity, we’ve adapted this gear game so that Perl can be an equal partner in playing the game. One of the things we’ve done is taking a big button that she can easily press and let go of to make the Ticky go around. And I’m putting it on a box so that she can easily reach it. If it was down on a table, it would be too hard for her to push the button so it’s up on this box and so she can easily push it and let it go. So this is an activity that started out just as gears and was adapted for her specifically using the big button.
So the system here is that Perl’s friend puts on a gear, on the gear game, and Perl gets to make the gear go. She listens to her friend who tells her either to make the gear go around or to make it stop and she responds. She loves it because she’s making the action happen. And then we’ll work on her telling her peer what she wants. So she can sign a number of words including “more.” She’s signing here – “more.” She wants to play the game again.
Teacher:
Oh, it’s working, look Perl! You’re doing it! Do it again. Ok Chloe, tell her…
Chloe:
Stop! Ok, go!
Teacher:
Go, please. You like it? Want to go again?
Narrator:
One of the other benefits of this game is that this is something that their teachers can get out at any time – free play, the end of activity time – it’s really easy. Sometimes they have 4 or 5 kids gathered around, each taking turns putting gears on. It’s really easy to use and Perl can be independent and have a lot of fun with it.
Teacher:
What’s she saying Chloe?
Chloe:
More!
Teacher:
All right, she wants more.
Chloe:
I like that one.
Teacher:
Ok, we’re almost finished, only three more to go. Ok, go! [laughs]. Uh oh, something’s going wrong. What’s going wrong? Ok, stop please. Let me try to figure it out.