Teach Through Games: Skunk Bingo by Gamewright

Age level: Preschool, Early Elementary

Description: Skunk Bingo puts a whole new spin on matching games for young learners. This game can be played with up to four players. It includes 4 game boards, 48 animal tiles, 1 spinner, and 1 log. That’s right…1 log. On a player’s turn, he/she spins the spinner. It will land on a 1, 2, or 3 (indicating the number of animal tiles to slide into the log) or it will land on a skunk (indicating that the player must slide a skunk into the the log.) If animals come out of the other side of the log on your turn, then you get to place them on your game board. If a skunk comes out of the other side of the log on your turn, then the players say “Peeyou!” and the stinky skunk scares away all the animals that came out of the log with it.

Skills & Modifications: One modification I made with a couple of learners was to draw the trace of the log on a piece of paper (pictured below.) While the log was in that spot, it could not be moved.

Before the game started and/or after the game started, the learner was able to hold the log and manipulate it how they wished. For one learner in particular who was very excited about the animals going into and coming out of the log, it was challenging for him to keep his hands down during gameplay.

• Motor Skills: If your learner is motivated by the game, it’s a great way to practice grasping with the thumb and index finger because the card has to be held in that way for the learner to be able to slide it into the log. Many of the learners with autism I have worked with try to do tasks with one hand and need lots of practice to use both hands when necessary. This game is also great with practicing that, as the learner must hold the log steady with one hand while placing the card inside with the other. For some learners, you may need to hold the log for them, but you should try to fade this out as quickly as possible so the learner can independently complete his/her turn.
• Cause & Effect: Skunk Bingo includes a very simple cause-and-effect element. Once a certain number of cards are inside the log, then adding another card will cause one card to be pushed out of the other end of the log. The learners I used it with were captivated by this and excited to guess what might come out next.
• Matching: The foundation of this game is matching. When an animal comes of the log, they must see if he/she can match it to an animal pictures on his/her game board.
• Scanning: This is great for multiple levels of scanning. Each game board has nine pictures on it. The learner must scan his/her own game board, then scan the field of animal tiles still in play to choose which animals to place into the log. When animals come out of the log, he/she must scan the game board again to see if there is a match. I appreciate that there is the organized array on the game board and the messy array of the game tiles spread out on the table for the learner to practice scanning in multiple ways.
• Probability: As mentioned above, if a player spin and it lands on a number, the player gets to choose that number of animals to slide into the log. Players can look at their game board and see what animals they need, then choose those to slide into the log. But before they slide any animals in, I’ll ask them what animals they think will come out of the log. They have to attend to other players’ turns and remember what animals might be in there. The learners I used this with especially loved trying to guess if the skunk would be coming out next. Once they know a skunk has been placed in the log, the anticipation of seeing when it comes out increases the motivation in gameplay. In the beginning of the game, there is also a small window of practice for the probability of a card being pushed out of the other end of the log, since it starts out empty at the beginning of the game.

• Peer play: This has been a great game for encouraging play with peers, parents, and siblings because the learner with autism is frequently interested in attending to the the other players’ turns to see what animal comes out of the log.

Pros: The game is easy to learn but can practice a wide range of skills. The learners I used it with enjoyed the game and maintained motivation in it for long periods of time. With two learners, I used it with working on family interactions. The family members (both parents and siblings) were also motivated in the game and enjoyed seeing the learner with autism focused on the activity. Many of my learners also loved saying “Peeyou” every time the skunk appeared. This silly aspect of the game was motivating and shared interaction between the player with autism and the other people playing the game.

Cons: You may have to practice with your learner and add prompts to prevent them from picking up the log during gameplay. Two of my learners wanted to grab the log and look inside every time an animal came out. You may need to prepare in advance as described in the modification section above. I found that with one student I had to response block throughout the game, meaning that I had to keep my eye on him and physically place my hand in front of the log every time he reached for it, then redirect him to place his hands in his lap. While this is listed as a con, it doesn’t mean you shouldn’t play the game with your learner. It’s helpful to teach our young learners to differentiate circumstances in which you can and cannot pick up an item you want.

Cost: $16.99 You should invest in this game if: you are working with young learners, you are seeking materials to encourage peer play and social skills, you are in need of a game with an aspect of  cause and effect.

ABLLS: A8, A10, B5, C6, K8, K9, L4, Z25

VB-MAPP: VP-MTS 2, VP-MTS 6

**Skunk Bingo  was provided to me for free by the company Gamewright to write about here at Teach Through. This did not influence my opinions on the game. The thoughts and ideas above are all my own.

Teach Through Games: I Can Do That! Card Game

Age level: Preschool, Early Elementary

Description: This is one of my all-time favorite games. It’s a little card game that is actually a smaller version of the I Can Do That! Board Game, which I haven’t had the chance to play yet. It’s very simple to set up and tons of fun for preschoolers and early elementary students. Last week I played it with a four year old and his father. We were all cracking up at the silly shenanigans inspired by the cards!

The game includes a foam fishbowl, and three types of cards: red cards that tell you what action to take such as “tip toe” or “penguin walk,” blue cards that tell you where to go such as “to a bathtub” or “to a book,” and yellow cards that tell you what to do with the fish such as “with the fish under your chin.” You put those three cards together and end up with a specific instruction for your turn, such as “Penguin walk to the bathtub with the fish under your chin.” That sentence along should make it pretty clear why this game appeals so much to young learners.

Skills & Modifications: The instructions suggest that you arrange the cards facedown in a grid. When a player takes a turn, he/she must turn over three cards. If they do not get one of each color, they turn the cards back over, and it’s the next player’s turn. The game suggests that for young players, you should arrange the cards in a grid face up so they can choose one of each color. I like this modification because it allows learners to choose cards they comprehend and/or are motivated by. The modification I usually make is that instead of spreading out the cards in a grid, I make three stacks of cards divided by colors. Each player chooses one card from each pile for their turn instead of finding cards in the grid.

I also occasionally add in cards to work on the specific skills I am generalizing or maintaining with my student. Click here to see some suggestions for additions to each category of card.

Finally, I usually don’t  play this game with a winner. I find that the game is entertaining in the actions it creates and students enjoy it immensely. While I don’t believe we should play games in such a way that “everyone wins,” I sometimes feel that gamemakers tack on a method for winning (usually collecting the most cards or getting rid of your cards the fastest) out of a sense of obligation rather than because it is a logical conclusion to the game.

No matter how or if I modify the game, it is useful for practicing a variety of skills.

• Peer play – This is a great game for working on peer play because the actions that other players are taking are frequently interesting to learner with autism, increasing the likelihood that they will attend to other players’ turns. One of the learners I played this with was so excited about other players’ turns that he kept trying to turn over the cards to see what they would get!
• Gross Motor Skills – The game is designed to have fun a variety of gross motor skills. If there are gross motor skills on the cards that you know your learner cannot complete, you can remove those cards or you can add in cards with instructions you know they can complete.
• Expressive Language/Tacting – If you are working with a learner who does not yet know how to read, these cards are fantastic motivators for practicing tacting (or labeling) common objects and actions.
• Listening – For some students, we play this game as an activity for following multi-step directions. I’ll pick the cards, then tell them what do as a complete sentence, such as “Pick up the fish. Put it between your knees, then walk to the window.
• Prepositions – The yellow cards allow for students to practice following instructions involving prepositions such as between, in, on, or under.

Pros: This is a fun way to practice novel gross motor skills and bring out the silly side of kids. It’s also very easy to differentiate if you’re playing with a group. Based on skill level, you could play with multiple learners but have some imitate you doing the cards they chose, some use the pictures as prompts, and others read the cards for themselves or for the other players. My students are also usually highly motivated by the Cat and the Hat, so they enjoy the illustrations on all of the cards as well as the activity itself.

Cons: It’s possible to get a combination that is actually impossible to do, such as crab walk to the door with the fish on your arm. If you live in a place like New York, some cards are also not possible (particularly the one instructing the player to go to “three windows.”)

Cost: $9.99 You should invest in this game if: you’re looking for a fun game to get siblings involved in play with your learner with autism, seeking a game to practice gross motor skills, or trying to find a game for group activities.

ABLLS: A8, C27, C30, C33, D3, D4, D5, D7, D20, G4, G22, K5, K14

VB-MAPP: Tact 3, Tact 5, Motor Imitation 5, Tact 7, Tact 8, Tact 9, Listener Responding 9, Motor Imitation 8, Motor Imitation 10,  Listener Responding 12

Teach Through Games: Pictionary Card Game

Age level: Upper Elementary, Middle School, High School

Description: Pictionary Card Game takes your classic game of Pictionary, removes the drawing aspect, adds in some pre-drawn cards and a dash of Charades to create a whole new game. The game includes 2 sets of 88 picture cards (the blue set is pictured below) and 66 clue cards that come in two levels: Kid and Adult. The person trying to get their team to guess the clue is called the “picturist.” Two picturists act out clues simultaneously (one with the blue set of cards and the other with the red set of cards) to try get their team to guess correctly. Picturists can combine cards or act with the cards to help their team guess the correct answer.

With many students, I spread out one deck of picture cards and we take turns trying to get each other to guess the clues.

Skills & Modifications: The game includes a great illustration of tips for using the picture cards (pictured below,) which I introduce to all students prior to playing. Before we start the game, we explore the cards a bit and practice putting them together to make different images. 

According to the rules of the game, before drawing a card, the “picturist” has to pick a number between one and four. That number correlates to the clue they have to act out. The biggest modification I make for my students is that I allow them to draw a card,  tell us what the theme or category is, and then they pick the choice they think they can act out the best. Below is an example of one student’s picture creation.

The student read the category “Wind” to me, then turned the card facedown. I used her picture creation to guess the clue. In helping me guess, she used her fingers to move the two cards so they looked like a kite-string and kite moving in the wind.

The game is also designed with a red team and blue team, including identical sets of cards. This allows for two “picturists” to act out clues for their teams at the same time. Having two people act out the scenario with two separate teams trying to figure out the answer is too much simultaneous activity for many of my students. Instead, I usually introduce it as a game of taking turns.

With these two modifications in place (choosing a clue instead of having one chosen randomly, and taking turns instead of two teams playing simultaneously) I am able to play the game with students successfully. They get to have fun, while working on some skills that may be challenging for them at the same time!

• Categories – This game organizes all of it’s clues by category. It’s fantastic for students who have mastered many categories and need practice thinking in categories. For example, some students will know the category is Wind, but will start to make guesses that are unrelated to wind. For these students, we will write down the category once the picturist has revealed it, to help the student remain focused on making appropriate guesses.
• Nonverbal Communication – This game requires that the picturist not speak. For some students with autism, using the pictures to create the clues may actually be much easier than generating clues through speech. For others, it may be difficult to generate clues from pictures that don’t look exactly like the image in their mind.
• Abstract Thinking – This game requires abstract thinking from both the picturist and the person trying to guess the clue. Abstract thinking is an important skill for all students, and especially difficult for our learners with autism. Moreover, I have had difficulty finding games that practice the skill in a way that is motivating to students. For some of my students, they reach their frustration tolerance before they are able to create or guess clues. For them, I work on the skills described above, but do it in a way that we are exploring the materials together instead of playing it as a game. For example, if we were doing the kite clue pictured above, I might bring out the three picture cards and ask them if they can figure out a way to use those cards to show “kite.” Then I systematically make it more difficult, either by providing some cards but not ALL the cards they would need, or by providing extra cards that would not help them create the clue.
• Peer Play/Teamwork – This game requires that the learners are attending to each other’s behavior, so it automatically sets up a situation for peer play. It’s also fun to do as teacher vs. students, so the students are working together to figure out the clue. With students with autism, they may require prompts to listen to each others’ guesses and try to figure out the clue together.
• Scanning – This game requires higher order scanning because there are dozens of pictures to scan through and the student has to scan items to look similar to or can represent other items. This is not the type of scanning you would expect from early learners, but from students in upper elementary through high school. K

Pros: You can play this with just two players or with much larger groups. It’s a great tool to foster team work with older students. I also love that it comes with two levels of play.

Cons: This is a game that pushes the frustration tolerance for many learner with autism. It is important to anticipate where the learner may struggle and make modifications so they can practice the essential skills described above.

Cost: $9.99 You should invest in this game if: you are working on peer play or social skills with your learner, you are seeking opportunities to practice abstract thinking, or you are working with learners who need more complex tasks to practice skills related to categories.

ABLLS: C39, K10, K11, L25

VB-MAPP: LRFFC 15

Teach Through Play: Hooray for Play!

Age level: Preschool, Early Elementary

Description: I have to admit that I am obsessed with this resource. And not only am I obsessed, but I have been showing this to every ABA therapist that I see. And they are also wowed by this resource. There are 31 cards included in the deck. On the front of each card is an illustration of a pretend play activity, such as an illustration of a pirate standing on a ship, a pilot talking with a passenger while another passenger is putting his suitcase in the overhead compartment, or two children building a sand castle on the beach. On the back of each card are steps for what to do to prepare for pretend play, suggestions for what to say to promote language and interaction, and ideas for how to get started with play. Some cards also include variations on the scenario.

Skills & Modifications: This resource was created by Stacy Asay who provides ABA for students with Autism Spectrum Disorders and other developmental delays in New York City. It is clear these cards were thoughtfully designed to allow teachers and parents to more easily address deficits in a learner’s play skills. Included in the deck are directions for how to use the cards to teach receptive language, Wh questions and inferences, a Who Am I? Game,  and similarities and differences. The cards also support other skills as well, which are detailed below.

• Peer Play – The deck is designed for working on imaginative or pretend play skills. With many of the scenarios, it is very easy to incorporate peers or siblings. I also love how the illustrations are included. With one student, I was able to place three cards in front of him to let him choose a scenario for our pretend play with his brother. He was much more motivated to engage with the activity because he had chosen it.
• Foreground & Background –  The illustrations on these cards are detailed enough that they show foreground and background and work with the student on differentiating between the two.
• Picture Comprehension – Again, the illustrations are simple but detailed enough to provide a lot of visual information. I used these with one student and asked “What’s happening in the picture?” or “Tell me about this.”

Pros: This is incredibly easy to use to work with your students on pretend play and other skills. It’s the type of resource I wish I had when I was first starting out because it provides such a wealth of ideas combined with examples and suggestions. And all of this information is provided in digestible amounts!

Cons: I have no cons for this resource.

Cost: $12.95 here.  You should invest in this deck of cards if: you are a teacher working with students with autism and other developmental delays, you work with social groups or play groups, or you are a parent seeking guidance for encouraging imaginative play with your child.

ABLLS: C34, C43, C44, C55, C57, G7, G8, G15, G16, G17, G22, G39, H22, H30, H40, K7, K8, K10, K11

VB-MAPP: Social Behavior 5, Tact 8, Tact 9, Listener Responding 9, Social Behavior 8, Social Behavior 9, Social Behavior 10, Motor Imitation 10, Tact 14, Social Behavior 14, Social Behavior 15

**Hooray for Play! was provided to me for free by the company Different Roads to Learning. This did not influence my opinions on the resource. The thoughts and ideas above are all my own.

Teach Through Books: Pete’s A Pizza by William Steig

Age level: Preschool, Early Elementary

Description: So a William Steig is making his second appearance here at Teach Through. Pete’s A Pizza is a simple story about a boy who’s feeling pretty gloomy because it’s raining outside. His father decides to cheering him up by making him into a pizza. The story then takes the reader through the process of Pete being kneaded and stretched as dough, tossed like dough, and having pretend ingredients placed on him. It beautifully illustrates and example of imaginative play, and can be directly extended after the book.

Skills & Modifications: The primary way that I use this book is through extending it’s concept after reading it. I stole this idea from a teaching assistant I had the pleasure of working with several years ago. To extend the idea of the book, simply re-enact the book by making your student into a pizza like Pete’s father does to him in the story.

• Imaginative Play – For my students who enjoy stretches, squeezes, and gross motor activities; this can be a great way to motivate them to engage in imaginative play activities. In the book, Pete’s father actually puts items representing pizza ingredients on him, however I typically just pretend to be placing ingredients.
• Manding (Requesting) – Several of my students especially love the portion where I stretch, squeeze, roll, and toss them like dough. I am able to get them to mand for all of these actions because they are so highly motivated by the activity. I also get the students to mand for ingredients. I can ask them what they like on their pizza, or I can allow them to make a silly pizza (such as one with smelly shoes or worms for toppings.) I only allow the silly ingredients if the child is participating in the humorous aspect and truly understands that those ingredients do not belong on a pizza.
• Summarizing/Recalling a story – For some students, I will do the interactive activity of “making” them a pizza. Afterward, I will ask them what I put on them. For example, I’ll ask “What ingredients did I put on you to make you really tasty?” or “Did I use pepperonis?” While initially playing the game, I try to use different motor movements and/or sound effects for each ingredient so I can use that as a gestural or verbal prompt to help them summarize the activity.
• Peer Play – I have also used this with students to encourage peer play and taking turns. I will “make” two pizzas simultaneously and trade turns placing ingredients on each pizza. This is a fantastic way to engage in peer play for students who are highly motivated by the pizza activity but hesitant to engage in parallel play or play interactions with peers. You can increase the language and social play expectation by having your student and his/her peer take turns being the pizza-maker.

Pros: I love using the kinesthetic activity to extend the lesson. My preschool students especially respond well.

Cons: It’s William Steig! There are no cons!

Cost: $7.99 You should invest in this book if: Your child enjoys motor activities and sensory activities such as squeezes and stretches.

ABLLS: F6, F8, F11

VB-MAPP: Listener Responding 5, Social Behavior 4, Social Behavior 5, Mand 7, Mand 8, Social Behavior 9, Social Behavior 14

Teach Through Games: Melissa & Doug Sandwich Stacking Games

Age level: Preschool, Early Elementary

Description: This silly game comes with two sets of bread-shaped gloves and fourteen sandwich fillings that attach with velcro to the bread. Add twenty sandwich cards and a booklet with ten different games you can play with the materials, and you have a recipe for a great game.

Skills & Modifications: First of all, I should mention that I love any game that comes with instructions for multiple games. The fact that this comes with instructions for TEN games makes it that much more valuable to me, and it makes my job easier! I can find games that meet the skill level of my student, and then modify them as needed. Also, while I have listed below many ways in which I focus on target skills with these materials, I always end the activity by allowing the student to choose a game or to have free play with the materials for a couple of minutes.

• Expressive Language – Students are usually highly motivated by these materials, so I use them to create opportunities for expressive language. Sometimes I’ll have the student create any sandwich they want and then describe it to me. Other times I will create sandwiches with the goal of targeting specific words or phrases that I am working on with the student.
• Alike & Different – Sometimes I’ll have the student make two sandwiches, then describe how the two are alike and different. This provides an opportunity to talk about different ingredients, but also to discuss order of ingredients using words such as top, middle, and bottom.
• Block Imitation – This is another game that, while it does not use blocks, can be used to test for generalization of block imitation skills. You can use the pictures included with the game, but those are all limited to four ingredients on each sandwich. For some students I take pictures of bigger sandwiches I have made with the game materials and have them recreate it based on the picture.
• Scanning – I use this frequently to practice scanning skills. I lay out all of the ingredients on the floor (though be careful if the floor is carpeted, the velcro pieces may stick!) The student has to look at the picture card or listen to my instructions and find the correct piece. If we are playing with a peer, scanning may be more challenging because the peer may pick up the piece first, causing your student to have to scan once more to find the piece needed.
• Peer Play – This is another great game for peer or sibling play. Students are highly motivated by the materials, and are frequently interested to see what other people are making as well.

Pros: This is one of those games that consistently causes giggle-fits with my students. It’s silly, challenging, active, and fun. Oh, and it’s machine-washable.

Cons: I have no cons for this game. It is a little pricey compared to most games and toys I purchase, but the materials are high-quality (which is usually the case with Melissa & Doug products.)

Cost: $29.99 You should invest in this game if:  your student or child is highly motivated by active games, you are looking for materials to increase potential for peer play, or you are working with a range of ages at the same time.

ABLLS: B6, B12, B20, C41, K5, K9, K14, L2, L12, L22

VB-MAPP: VP-MTS 6, VP-MTS 13

Teach Through Books: What Do You Do With a Tail Like This?

Age level: Preschool, Early Elementary

Description: This stunning book by Steve Jenkins and Robin Page uses cut-paper art to illustrate different parts of animals and their uses. Students can explore how a platypus uses his nose or how a bat uses its ears among many other things. The books is also well-organized in that a set of two pages will show several noses along with the question “What do you do with a nose like this?” Students are able to make guesses and discuss possibilities before turning to the next page, which shows the animals in their entirety and provides a brief explanation of how each animal uses its nose. It continues like this for several different body parts. I also love Steve Jenkin’s work, which you can learn more about here. And you definitely don’t want to miss his video about how he creates his work.

Skills & Modifications: I often find that books are the easiest tools to work with because you can easily follow the student’s lead in terms of what they are motivated to look at and what their current skill level is. For this book, I typically choose to focus on just one of the skills listed below, and plan ahead questions I will ask and points of entry for conversation based on my knowledge of the student’s interest and current skill level. As I’ve mentioned in previous discussions about materials I use with students, this should be fun. You can keep it fun by allowing the student time to explore the materials on their own, only asking questions part of the time (so, for example, I won’t ask them to describe each item on the page), and following the student’s lead on what he/she finds motivating.

• Peer Play/Intraverbal Conversation – One of the my favorite things about this book is that it is usually very motivating for my students with autism AND it is motivating to their typically developing peers or siblings. I have had success using this book to engage my students in sharing guesses or questions with a peer or sibling.
• Adjectives – This is a great book for having students tell me about a picture or describe an animal, especially on the pages with only one body part showing. For example, I will ask a student to tell me about each nose. The student will point to each nose and tell me 1-2 sentences about it.
• Compare & Contrast – This is a step beyond simply describing each body part by having students compare two or more. For example, I’ll ask the student “How are these two noses similar?” or “Can you compare these two noses?” For higher level learners, we will compare how the body parts are used once that information has been revealed.
• Critical Thinking – For higher level learners, this book is great practice for having them make strong guesses about what each body part might be used for. To practice critical thinking skills, I sometimes write on index cards the potential uses. So for noses, one index card says “This nose is uses to give yourself a bath,” another says “This nose is used to dig in the mud,” and so on. Then the student looks at the pictures of just the noses, matches each index card to a nose, then describes how he/she came to that conclusion. We then check answers and discuss what aspects about the size, shape, or features of the nose might have been a clue for it’s function.
• Expressive Language – All of the examples of activities for this book listed above require the use of expressive language. The book is engaging and naturally fosters interaction with peers, siblings, or adults.
• Identifying an Object When Part of that Object is Hidden – This skill is very easy to practice due to the design of the book. Some students with autism struggle greatly with this skill.

Pros: For students with autism, this book can help with a variety of skills because there is such clarity about what aspects of the book they should be attending to. For example, the background is white, and the parts of the animals are at the foreground. The subject matter is also engaging for many of my students, and allows for conversation and interaction in a way that many books don’t.

Cons: For early learners, a lot of the animals are not ones they would be familiar with, so it may not be the best tool for certain skills. For example, you wouldn’t expect a student to look at only the eyes of a fish and be able to identify that it is an archerfish. However, it is relatively easy to adjust the activity for your student’s skill level.

Cost: $7.95 Should I buy this? This is a great purchase for a classroom, especially if you have students who are highly motivated by animals.

ABLLS: coming soon

VB-MAPP: coming soon

Teach Through Toys: Quercetti Super Saxoflute

Age level: Preschool, Early Elementary

Description: This construction set includes mouthpieces, twisting tubes, and trumpet ends to allow learners to create their own instruments. It is popular with both my preschool and early elementary school students. It’s also a great toy for facilitating parallel play and peer/sibling interaction. Prepare yourself, though, because it can get loud!

Skills & Modifications: The great things about a toy like this is that it easily allows you to follow the learner’s lead and to meet the learner at their current skill level. I will sometimes provide specific instructions to create limitations and challenge the learner, such as “make an instrument using only yellow tubes” or, for older learners “create an instrument with two trumpet ends that face opposite directions.” I’m able to challenge the learner and gauge his/her acquisition or generalization of a specific skill, while he/she is having a blast creating a new instrument.

• Adjectives/Color Recognition – You can help a student practice adjectives both receptively and expressively. I may request that a student find a curvy piece to add next, or ask them to describe the instrument they just created.
• Scanning – When students are creating instruments, I typically give them free rein to make whatever they wish. However, sometimes I will request they use a specific piece, and they have to scan an array of pieces to find the one I’ve instructed them to use.
• Alike & Different/Compare & Contrast – Frequently I will make an instrument with my student. This allows them the opportunity to compare the two instruments, and adds a dimension we don’t get to discuss often: the comparison of sounds. It’s easy for students to see the difference in sound between a very short instrument (such as one with only a mouthpiece and a trumpet end) and a very long instrument.
• Block Imitation – This is a great activity for testing generalization of block imitation. Though this is not a toy that uses blocks, it is still based on construction skills. Simply take photos of instruments you have created, then have the student recreate them based on the photo. It’s a wonderful natural reinforcer in that the student gets to play the instrument after creating it.
• Imitation Skills – This is also a great toy for practicing imitation skills in a novel way. With this activity, I will build an instrument along with my student. Then I will have them imitate the number of notes I play, the duration of a note I play, and/or the volume of a note I play.
• Peer Play – Students are typically highly motivated by this toy. What’s unique about this toy, though, is that my students with Autism are usually motivated by the instrument they’ve created AND any other instruments created by peers or siblings. This toy can be easily used to facilitate peer interactions and joint attention.

Pros: I would actually consider this as one of the must-have toys for educators of young students with autism. There is so much that can be taught with it, and students have a high level of motivation to engage in the activities presented.

Cons: Sometime I actually wish there were more pieces included in the set. It may be worth it to purchase two sets in order to allow for a greater range of options in play and teaching.

Cost: $14.99 Should I buy this? Yes!

ABLLS: coming soon

VB-MAPP: coming soon

Teach Through Books: CDB by William Steig

Age level: Early Elementary, Upper Elementary

Description: When I was eight years old, I discovered CDB! by William Steig. Now, twenty-plus years later, I return to it frequently with my students. Each page has a rudimentary illustration along with a set of letters. The student has to read the letters and refer to the picture to figure out what the letters are really “saying.” For example, on the cover the title (CDB!) is shown with a boy showing a girl a bee flying near a flower. The student is able to decipher that CDB really says “See the bee!”

Skills & Modifications: The difficulty level of these letter puzzles varies throughout the book. The biggest modification I make is that, before introducing the book to a student, I will put a post-it note to mark pages I believe the student can decipher independently. This is a great way to get the student engaged with the material and motivated enough to try more difficult puzzles without exhausting his/her frustration tolerance.

• Critical Thinking – For many students with autism, it is difficult to look at an object and “see” it as something else. The idea of looking at a text and finding a hidden meaning can be difficult to understand for these students. However, the book provides lots of support to reach this goal and can serve as an important segue into similar activities that are more necessary to day-to-day life, such as understanding metaphors or reading between the lines. When teaching with this book, I frequently use phrases such as “What’s the hidden meaning?” or “It says “CDB”, but what is it really saying?” I can then use this language later when teaching other concepts as a cue about subtext, double-meanings, etc.
• Humor – Because humor frequently involves some of the skills listed above (such as reading between the lines or double meanings), this book can be very beneficial for students with autism.  Here, the humor is not so difficult to understand. This is one of those rare tools that allows for shared laughter and understanding with our students with autism.
• Peer Play – Perhaps one of the best things about this book is that there are few prerequisite skills for being able to participate with it. If your student is able to read letters and has some picture comprehension, he or she is likely to be able to engage with this book, which makes it a great tool for working with siblings or peers of varied ages. This is a book that I have frequently brought out as a common activity for a student and his/her sibling. I have found that kids typically have their “a-ha moment” when they understand the phrasing at about the same time, and when they don’t they are eager to explain it to their peer. In a couple of instances, a student and his/her sibling were able to converse about the picture to try to figure out the puzzle together.

Pros: It is easy for students to grasp the concept and provides a lot of practice with the concept throughout the book. It also focuses on picture comprehension at a higher level along with word play.

Cons: The difficulty of the puzzles ranges widely throughout the book. While it was not designed for students with special needs, I would love if it had been organized somewhat my level of difficulty.

Cost: $7.99 Should I buy this? I absolutely recommend this book. It’s highly motivating for a broad range of students. It should also be noted that there is a second book called CDC? by William Steig.

ABLLS: coming soon

VB-MAPP: coming soon

Teach Through Games: CooCoo the Clown! by Blue Orange

Age level: Preschool, Early Elementary

Description: The idea of this game is that students are trying to get CooCoo to juggle as many balls as possible. CooCoo is designed in such a way that his feet are rounded, making him able to rock back and forth. Twenty-four balls of three different sizes are included with the set. Students must choose balls based on size to place in the best location on CooCoo’s arms, hands, shoes, or hat so that he will not rock too far and fall down. While this game is listed as being appropriate for ages 3 and up, I have worked with students as old as eight or nine that still enjoy the game immensely. This is, by far, one of the most motivating games I own, especially for young learners with autism spectrum disorders.

Skills & Modifications: This game really is a critical thinking game for early learners. Below you’ll see multiple examples of areas in which students must think critically and strategize in order to win the game.

• Cause & Effect – At its most basic, this is a cause and effect toy. You put a ball in the wrong place, CooCoo will fall down. You place a ball, CooCoo may rock then balance out, or may rock and lean to one side. There’s a great anticipation aspect to this game that is not present in other games for early learners.
• Comparisons – This game easily lends itself to comparisons based on size since the balls come in small, medium, and large. While we are playing, sometimes I will pick a ball that clearly is the wrong choice to see if the student will correct me. For example, if we have placed many balls and CooCoo is clearly leaning to one side, I will pick a small ball to place in order to balance CooCoo. Usually my student will say “No, you need a bigger ball.” If not, I might ask, “Do you think this is best choice?” or “What will happen if I use the ball?” For students who are still grasping the concept of the game, I may talk through my thinking, such as “If I put this small ball here, it probably won’t make a difference. But if I pick a bigger ball, maybe CooCoo will stop leaning. I’m going to put a big ball right here. Oh, look! CooCoo stopped leaning!”
• Making Predictions – My students love to make predictions with this game. I might pick up a ball and say, “What do you think will happen if I put this ball on CooCoo’s head?” They enjoy guessing if the CooCoo will fall down or stay balanced. I also encourage my students to interact with me and their peers in asking for predictions as well.
• Peer Play – This is frequently a struggle for students with Autism Spectrum Disorders. I have found success in using this game to encourage peer play because student’s are just as motivated to watch what happens when another player plays as they are to engage with the game on their own. Moreover, this game is more motivating to play correctly than to play in a stimulatory or inappropriate way. (Although I have had one student who greatly enjoyed pushing down on one arm so that CooCoo would fall over before any balls had been placed. With some teaching, he began to interact with the game appropriately when supervised, but left to his own devices he did not play with the game as it was designed.)
• Averages & Graphs – There are many toys and games that kids still enjoy but don’t want to admit to because they feel the toy or game is too “babyish.” I see this a lot with trains, figurines such as MyLittlePony or Barbie, and with this game. I have been able to introduce simple math skills using CooCoo. Students are motivated by the game, and not worried about it being too babyish because it is being used to teach something age-appropriate. This is one of those rare instances in which I use a game specifically to teach, and am clear about that with the student. For this I might have the student see how many balls they can balance on CooCoo multiple times, and then figure out the average. I might teach graphing to compare using a bar graph how many ball each individual student was able to balance on CooCoo. There are many possibilities here, but these are just two I have done in the past.
• Sorting/Scanning – I always practice sorting and/or scanning when I clean up the game. I remind the student(s) that there are six balls of each color, then we decide which color we are going to clean up first. They must scan through all the balls on the floor and find the color we are searching for. Once we have found all six of that color, we then choose a new color. Other times, I will have them sort the balls into groups by color, then we will count and make sure that we have all six balls of each color before packing up the game.

Pros: You can play alone or with up to 6 players. It is one of the few games for early learners that teaches concepts of strategy and logical thinking in a way that is highly motivating for students.

Cons: The game is costly. That being said, the materials are high quality (made completely of wood.)

Cost:  $27.99, but frequently less expensive on Amazon. Should I buy this? While the game is on the expensive end, it allows for practice of skills in a unique way. This is not a game that you can easily recreate or make on your own. And I appreciate any toy that I know will last for many years.

ABLLS: 

VB-MAPP: