Veigle 1

a. Act it Out
b.
Baron-Cohen, S., Golan, O., & Ashwin, E. (2009). Can emotion recognition be
taught to children with autism spectrum conditions? Philosophical
Transactions of the Royal Society B, 364(1535), 3567-3574.
Sulkes, B. (2016). Autism Spectrum Disorders. Retrieved from
https://www.merckmanuals.com/professional/pediatrics/learning-and-
developmental-disorders/autism-spectrum-disorders
c. Slips of paper with different objects, animals, emotions, etc. on them, and bag or
container to place slips into
d. Task analysis:
1. Write different objects, animals, emotions, etc. on slips of paper
2. Cut out slips of paper
3. Place slips into a paper bag or container
4. Let one participant at a time randomly pick a slip; without showing other
participants, the person who picked the slip must try to act out the
whatever is on the card
5. Once a participants guesses it correctly the next person in the line up will
act out the next chosen card
6. Repeat previous steps until there are no more slips left
e. Intragroup- group members are all working together to figure out what emotion is
being depicted; person acting it out is trying to best demonstrate the emotion on
the card to help the team guess the correct emotion

f.
1. Diagnosis: Autism Spectrum Disorder (kids)
2. Target skills: Social skills, eye contact, and emotional comprehension.
This activity has the objective of trying to improve social behavior with
individuals with ASD. The game involves cooperatively working with
others, (involves making eye contact with team mates, and turn taking
during game; again working on social skills), and recognizing emotions.
3. Adaptation: Act it out has various options of which participants can act
out such as objects, animals, etc. The adaptation for this game is to only
use emotions when acting it out, to keep it simple, and goal oriented
(improving social behavior and emotional comprehension). Individuals
with ASD often exhibit difficulty with emotion comprehension, and
strengths in systemizing. Decreased emotional comprehension can stem
from the lack of eye contact participants exhibit; less eye contact means
less experience with others faces and decreased emotional comprehension.
This game requires participants to look at each other in order to see what
emotion is being acted out, thereby facilitating emotion comprehension
practice. Another adaptation to the game is to have participants go in the
same exact order every time to facilitate individuals with ASD like for
systematic order.