SESSION 6 OF 6 Kathleen Ellen

Group Title: Social Adventures

Session Title: What is Jeopardy?

Format:
Introduction: 10 minutes
Warm-Up: 7 minutes
Activity: 28 minutes
Discussion: 10 minutes
Summary: 5 minutes

Supplies:
8 copies of the student post-test (both versions)
8 copies of the teacher post-test
One package of 75-count 3x5 index cards
10 ballpoint pens (black or blue ink)
One pre-made Jeopardy board
3 one-gallon cartons of ice cream
10 plastic bowls
10 plastic spoons
One ice cream scoop
One bottle of chocolate syrup
One jar of assorted sprinkles

Description:

1. Introduction:
This group will begin with the compliment “mailboxes” that were introduced in session
two. Each student will receive seven index cards and a pen. They will then write one compliment
for each member of the group, all on individual note cards. Once they have completed the
compliment cards for all group members, they will proceed to place all the cards into the
appropriate paper bag “mailboxes”. Once this activity is complete, the session will continue with
the “feelings question circle” that was introduced in session one. Again, the therapist will begin
by stating her name, how she is feeling that day, and why she is feeling the way she is. Then, by
making eye contact with a student, the therapist will ask “[student’s name], how are you today?”
and then follow it up with, “why are you feeling ____ today?” This student will answer the
feeling questions then proceed to ask another student the same questions. The cycle will continue
until each group participant has asked and answered both questions. Ideally, this introduction
exercise will encourage students to make eye contact with one another during conversation, and
facilitate peer-interaction, through students asking questions to one another. This introduction
exercise will be used at the start of each session, promoting consistency and routines, and
continually developing peer interaction and communication skills. Purpose: The purpose of this
introduction exercise is to encourage students to make eye contact with one another during
conversation, and facilitate peer-interaction, through students asking questions to one another.
This introduction exercise will be used at the start of each session, promoting consistency and
routines, and continually developing peer interaction and communication skills.
SESSION 6 OF 6 Kathleen Ellen

2. Warm-Up:
This group will begin with a small-scale ice cream social. Each group member will be
invited to scoop his or her own ice cream and add whichever toppings are desired. During this
warm-up, group members will be encouraged to socialize with one another and initiate
conversations with their peers. Purpose: The purpose of this warm-up activity is to incorporate
all previously learned skills into a functional, social context within which these students are
expected to perform.

3. Activity:
After each group member has ice cream, the group will play a game of Jeopardy, to
review all of the skills they have learned over the course of all six sessions. The therapist will act
as the game show host, and the group will be divided into four teams of two. Students will be
reminded of the rules of the game and encouraged to ask any questions they may have. This
activity will foster retention of learning from previous sessions, as well as encourage teamwork
amongst partnerships to decide upon correct answers. Purpose: The purpose of this main
activity is to finalize the group, bring together all the skills that have been learned, and promote
implementation of these skills in fun, social contexts.

4. Discussion:
Once the students finish the game of Jeopardy, the therapist will lead a group discussion
that reflects on the overall session. After completion of this discussion, a wrap-up summary will
be provided and the students will be given their compliment mailboxes to take home and enjoy.
The students will then be asked to complete the post-test and turn it in to the therapist before
leaving.

a. Processing:
- How comfortable were you making conversation during the ice cream social?
- How did you feel about working with a partner for the Jeopardy game?
- How comfortable were you offering your opinions on the answers to questions?
- How did you feel about letting your partner answer questions?
b. Generalizing:
- How difficult was it to work as a team?
- What skills that you learned in previous groups did you use today?
- What was the easiest part of this activity?
- What was the best thing you learned in this group over the course of the 6
sessions?
- What was your favorite part about this group?
- What did you not like about this group?
c. Application:
- Where else can you use all the skills you learned in this group?
- What do you want to be when you grow up?
- How will these skills help you to reach that goal?

5. Summary:
Overall this session was designed to summarize all the learned skills from previous
sessions through implementation of a social, fun activity or game. The ice cream social allowed
SESSION 6 OF 6 Kathleen Ellen

the students the opportunity to engage in conversation, working specifically on their eye contact
skills as well as their ability to initiate conversations. During the game of Jeopardy students
needed to recall information that had been taught previously and apply it to other situations,
thereby instilling the importance of each skill.

References

American Occupational Therapy Association. (2008). Occupational therapy practice framework:

Domain and process (2nd ed.). American Journal of Occupational Therapy, 61, 625-683.

Cole, M. (2005). Group dynamics in occupational therapy (3rd ed). Thorofare, New Jersey:

Slack.