ONE-ON-ONE ACTIVITY / TASK

SHEEP ANIMAL SORTER

Student Name: Taylor Roncali Date: November 23rd, 2017

Placement: Kerrys Place

Purpose: During my time at placement I have continued to observe that

child A is highly motivated and enjoys participating in activities
Reason for completing that evolve animals. Child A also enjoys completing puzzles and
the task. This could be shape sorters that are animal themed. Child A enjoys using his
based on an observation senses when playing. This became evident to me when I
you made, a conversation shadowed him in the sensory room. He enjoyed touching the
different things on the walls as they all had a different feel or
between you and your site move to them.
supervisor, etc
Based off this observation, I have decided to create an activity
that is focused around animals and sensory.

Task: For this specific task, I will be presenting a sheep animal sorter
for child A to complete. Each hole in the top of the sheep box is
What are you planning in shaped specifically to fit each animal. Underneath each hole is
response to your purpose? the name of the animal for a visual aspect. Once child A drops
the correct piece in the correct hole, the animals name will be
- Label your task (e.g. read back to him.
Bulletin board focused
on the importance of During the activity, child A could participate in such plays as
play-based learning). corporative, parallel or individually (ELECT, 2014).
 Objectives:

1. Give child A the opportunity to explore different

- What are your 3
domains freely by examining the sheep box and different
objectives for this
animal shapes. This will also allow him to enter this
experience? (i.e. Why
activity at his own comfort level as it is not part of his
are creating a bulletin
daily routine and this can be hard for children with ASD
board on the to adapt to.
importance of play- 2. While child A is freely exploring the activity, it will give
based learning? What me the chance to observe him taking on a task alone.
message are you From this observation, I will be able to consider possible
sending?) modifications or adaptations I could make during this
activity if it is too hard.
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 happen during this activity are
domains: 3.2 Receptive Language Skills responding
to verbal requests and pointing to objects named (Can
you point to the blue fish?), 3.3 Expressive Language
Skills vocalizing and babbling (verbal echoics), 4.3
Cause-and-Effect Exploration repeating actions that
produce outcomes (placing the fish in Hanks mouth and
watching it disappear), 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: Description:

- List the materials and Materials: A box that you can open to retrieve animal
resources you will use shapes, cotton balls, paint (white & pink), permanent
- Describe the marker, and construction paper (black).
completion of the task,
1. Gather all the materials needed.
with a step by step
2. Place them on a table or floor. Make sure there is
description nothing around to prevent risk of injury.
3. Invite child over to participate in activity.
4. Use prompts if needed (verbal or hand-over-hand).
Reflection: When first presenting the activity, child A was left alone to
examine the material. He enjoyed looking at the animal blocks
- What went well? as they had a variety of appealing colours on them. Once child A
Provide examples for noticed the box with holes, he started to place the shapes in the
how you know it went holes, but proceeded to place them all in the same hole. At this
well. point in the activity, visual and hand over hand prompts were
- What didnt go well? used to redirect child A to place the animals in their proper
Provide examples for holes. Once given the animal pieces back, child A again
how you know it didnt attempted to place the animals in the holes. With point-visual
go well. prompts, child A placed all the animals expect for the last two in
- What did you learn? the proper holes. I also noticed that the second time around,
- What might you do child A wasnt simply dropping the animal shapes in, he was
differently next time lining the up and pushing them through properly.
you implement this
During this activity, I learned that with a little guidance, child A
same task and why?
is able to quickly pick up on instructions and redirections. Child
- Did you have to make
A best learns through trial and error.
any adaptations or
modifications? If so, Something might you do differently next time you implement
what were they? this same activity, is add pictures of the animals below the holes
- What type of they fit in. This modification will allow for child A to have the
experience might you cut-out shape of the animals, as well as the visual aspect of
plan to extend on this them.
one?
To extend this experience, I think I would add the modifications
and allow child A to master that before moving on to a new one.
Once he is able to master placing the animals in the correct holes
with the pictures, I would then remove the pictures and see if he
can do the activity without them.
Field Supervisor Feedback:

Signature: _____________________________________ Date: ______________________