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: Logic Links Puzzle Box by MindWare

Age level: Early Elementary, Upper Elementary, Middle School

Description: This box includes 166 logic puzzles, each of which provides the student with clues about where to place the chips included with the set. There are four different levels of difficulty to meet your individual student’s current skill level. Each puzzle indicates which colored chips to use, then provides clues for how to arrange the chips and solve the puzzle. There is only one correct answer for each puzzle.

Skills & Modifications: This is a great set for both students who excel with logic puzzles as well as students who struggle with it and require high-interest materials. I appreciate that the cards are simplistic and do not look childish so that older students are able to engage with the materials without feeling that it’s “babyish.”

• Accepting Mistakes/Errors – One aspect of this game that is really important for many of our learners is Guess & Check. Try it out one way, check to see if that your answer fits for all clues presented, then make changes as necessary. For our students who struggle with making errors, the fact that making errors is a built in part of this activity can be helpful.
• Logical Thinking – The area my students struggle with the most is synthesizing multiple clues to find the correct answer. This activity is great for practicing that because the clues are textual and can be referred to again to check work and make corrections.
• Orientation – This activity also practices the idea of how chips or groups of chips are oriented towards each other. There are some puzzles in which the student figures out groups of chips (which I label for them as units,) then has to figure out how those units are oriented in relation to one another. This can be challenging, and for some students I include a separate paper that acts as a graphic organizer. There are large boxes on the organizer, and the student builds the units inside each box, then places them in correct orientation on the puzzle card.
• Prepositions/Recognizing Left & Right – The game requires that the student understand words such as “between,” “below,” and “on top.” Students must also understand how to follow instructions such as “The left end is purple” “or the purple chip is directly to the right of the white chip.”
• Scanning – The first step on each card is to find the chips you need to solve the problem. The student must scan through a pile of 32 chips to find the appropriate chips for completing the task.

Pros: I love that it comes leveled. If your student is struggling with one level, it is fairly easy to create additional puzzles on your own using these puzzles as a template.

Cons: For students with Autism or Aspergers who may be rigid with language, the instructions may be frustrating at times. The instructions frequently state whether or not two chips “touch.” However, with the design of the cards, the chips never actually touch, but are simply next to each other. If you are working with a student who is rigid in a literal interpretation of language, you should prepare them in advance that in this game, “touch” means “next to.”

Cost: $14.99 You should invest in this game if: your learner is struggling with following written directions, your learner needs practice solving logic problems independently, your learner is highly motivated by logic problems and would enjoy this as a leisure activity or a break from instruction, or you are a classroom teacher looking for activities for centers.

ABLLS: A10, C51, K4, R8

VB-MAPP: Tact 12, Math 14

Teach Through Apps: StoryMaker Free

Age level: Preschool, Early Elementary
Description: This is a simple app designed to allow learners to create their own stories, page by page. For each page, the child is able to add places, people, clothes, foods, animals, and more. They can also draw their own pictures and add text. With the free version, you can create pages but are unable to save them. With an in-app purchase, you can save the stories you create.
Skills & Modifications: The app is designed to work on story structure and writing stories. Because the student is creating the story, it is incredibly easy to modify the expectations to meet the current level of that student.

• Tacting (Labeling) – I frequently use scenes I’ve created to have students tact different items. For example, I can choose “bathroom” from the places menu, “mother” from the people menu, and “soap” and “toothbrush” from the things menu. Then I ask the learner to tell me what’s in the picture. Depending on their skill level, I may point to each item individually and ask what it is. This is a great tool for testing for generalization.
• Prepositions – It is very easy to create scenes on the screen, then place an object in different parts of the picture. For example, I’ll choose a kitchen scene, then put a plate on the table, and ask the student where the plate is. I can move the plate around the scene (for example, under the table) and ask the student where the plate is now. I will also tell the child to put objects in different places so they can practice following directions that include prepositions.
• Describing Pictures – Another teacher showed me how she uses this app to help students appropriately describe a picture. For example, she’ll create a scene on the screen, such as two children playing with a ball on the beach. She requires the student to describe the photo in one sentence including all the important details. She will also allow the student to create his/her own picture then describe it to her.
• Wh- Questions – Much like the way my friend teaches Describing Pictures, I use it to ask specific questions about pictures. For example, for the beach scene previously described, I will ask “Where are the kids?” This is good for early learners who are still learning how to respond to Wh- questions, or for learners who need to learn Wh- questions one at a time.
• Listening – For some students, I will describe a scene to them, then have them recreate the scene I have just described.

Pros: The app is intuitive for adults and children.
Cons: My only complaint about the app is that you cannot manipulate the size of any of the items you place in the scene. Sometimes when you place multiple objects they are not proportional to the place you chose or the size of the people.
Cost: Free, with an in-app purchase to be able to save pages the student created.  Should I buy this? It’s free. Download it now!
ABLLS: C51, G4, G6, G19, G35, G39, G40, H28
VB-MAPP: Tact 3, Tact 6, Tact 7, Listener 10

Teach Through Games: Make ‘N’ Break

Age level: Preschool, Early Elementary, Upper Elementary
Description: A beat-the-clock game for building structures based on picture cards, this game is easy to play, easy to differentiate, and highly motivating for students.
Skills & Modifications: As described in the When section, before I ever read the instructions to a game, I always looks at all the materials included in a game to brainstorm ways I could use them to meet the individual needs of my students. This game includes a dice with only the numbers 1-3, a timer with levels 1-3 (each level making the timer run for longer) and a two separate buttons for starting and stopping the timer, 10 rectangular blocks of different colors, 80 cards with three separate skill levels for building structures using the blocks, and counters for 1, 10, and 25. If you’re a teacher, there are innumerable ways to use these materials!

• Block imitation – For some students, I only use the cards and the blocks to practice building structures based on a picture. It is wonderful that the cards are already differentiated for me, so I can meet the students at his/her current skill level.
• Accepting Losing A Game – For students who struggle with losing a game or not doing well on their turn, this is great practice for having them accept not finishing the structure before the timer goes off. You can use the timer as prescribed by the game, or you can use the timer as a “current functioning level” for your student by providing simple cards to create but setting the timer for a briefer amount of time.
• Alike & Different – Sometimes I will build a structure that is slightly different from the one pictured on the card and have the student describe how the two are alike and different, or I will have the student find the difference if he/she has made an error. At other times, I will just use the blocks and build two different structures, then have the learner describe for me how they are alike and different, which also connects with teaching…
• Prepositions – It’s easy to use just the blocks for having students practice receptive and expressive language skills with prepositions. For receptive skills, I may ask the student a questions such as “What color is UNDER the red block?” For expressive skills, I may ask the student to describe the location of the blocks.
• Measurement – For early learners, when we first introduce measurement and the concept of units of measurement, we don’t typically start with tools such as rulers. We start by having the student measure with common objects, such as paperclips. I love to use the rectangle blocks as a comparison to measurements with paper clips. They’re easy to manipulate and provide a clear demonstration of how important it is to use the same unit of measurement.
• Addition/Multiplication – When first introducing addition or multiplication facts, I’ll use the dice as a way to practice drills for increasing fluency with sums and facts. I’ll have a number card out (such as an 8 written on an index card) and the student will roll the dice. He/she will have to add or multiply (depending on the skill your practicing) by the number that shows up on the dice. I like that the numbers only go up to 3 since sometimes the learner has not yet been introduced to equations with higher numbers.
• Skip Counting – When students are first practicing skip counting, I will sometimes use the counters for practicing counting by 10s or 25s. It can also be a good link to multiplication when you introduce multiplying by 10s.
• Mand for missing items – For students who are able to tact (label) colors but do not mand (request) items that are missing, this can be a good activity for practice. To do this, I place the picture card in front of them and the blocks they need except for one. They have to ask me for the block in order to complete the structure.
• Anything requiring a timer – I appreciate that this timer is a little more abstract and can be leveled based on your needs. I use this timer sometimes, especially if a learner is already motivated by the game, and has a positive association with this particular timer.

Pros:  For early learners or learners with deficits in gross motor skills, I love that the blocks are large enough for them to grasp easily. The game is highly motivating for a range of students and easy to modify based on your student’s current functioning level. It also is easy to differentiate among 2 or more learners if you are playing as a group.
Cons: This could be considered a pro or a con based on your student, but the timer is quite loud when it runs, which may be distracting for some students as they try to build their structure or complete any other task you may have given them.
Cost: $29.95 Should I buy this? This is a bit pricey, but you can find it cheaper on amazon or ebay sometimes. As a teacher, there are multiple uses for it so I wouldn’t hesitate to make the purchase if it fits for your students. If you’re a parent, I think it’s a great game for students with autism or other developmental delays because it’s so easy to modify based on your child’s needs. It should also be noted that there are multiple versions of this game that may be more appropriate for your student, such as Make ‘N’ Break Mini, Make ‘N’ Break Junior, or Make ‘N’ Break Extreme.
ABLLS:  B12, B23, C51, G22, G35, K15, R15, R16, R20
VB-MAPP:  Mand 6, Play 6

Teach Through Books: The Big Bigger Biggest Book

Age level: Preschool, Early Elementary
Description: This book beautifully illustrates comparisons using the suffixes -er and -est. It is not a traditional storybook. Instead, each page is a fold-out illustration. For example, one page has a firetruck with a firefighter holding a hose. It describes the hose as “long.” When you unfold the flap, the firehose has been extended and is described as “longer.” When you unfold the flap a second time, the firehose has been extended again and is described as “longest.” Each set of pages works like this to illustrate the comparisons
Modifications: There really isn’t any modification you can make to the book. What I typically do is practice the skill with objects after reading the book to extend the lesson. For students who are learning to mand (request) and are highly motivated by the book, I will use it to have them request that I “open the flap” or “turn the page.” Since the illustrations frequently show actions, it’s also a great tool for teaching young learners to tact (label) noun-verb combinations, such as “Boy diving.” It can also be used to teach prepositions as the picture changes each time a flap is unfolded. Finally, for early learners who are motivated by the book, I also use this to practice sounds, such as “What sound does the firetruck make?”
Skills: Comparisons, Picture comprehension, Manding, Tacting, Prepositions
Pros: Easy to manipulate and well structured so students can begin to see the pattern in the use of the suffixes -er and -est.
Cons: If you are working with older students who are struggling with comparisons, this book will not be age-appropriate. The oldest students I have ever used this book with have been 8-9 years old.
Cost: $14.95 Should I buy this? I think this one is a great purchase. Many children struggle with fully understanding comparisons, and it’s valuable to have materials the learner is motivated to return to again and again to gain full comprehension. There are similar books out there, so I suggest taking a look at it in person and seeing if you feel it’s something that would be motivating to your learner.
ABLLS: C45, C51, C52, F4, G2, G18, G19, G20, G21, G22, G35, J16
VB-MAPP: Mand 2, Listener Responding 5, Tact 6, Tact 9, LRFFC 9,

Teach Through Games: Fitz It by Gamewright

Age Level: Early elementary, Upper elementary, Middle School
Description: This is a small card game (really, the cards are tiny!) in which players have to name objects that fit the descriptions on their cards and play them in a grid pattern. Cards include phrases such as “Comes in a variety of colors,” “Made with fabric,” and “Edible.”
Modifications: This game is incredibly easy to modify. Upper elementary students will enjoy the challenge of arranging the cards in a grid pattern to name objects that fit more than one card, but you can also play the game with younger kids by having them draw one card and name objects that fit that description. (Such as, how many things can you name that “Can be rolled up.”) With some students, I structure an increase in difficulty by then pulling out two cards, so they have to come up with objects that fit both criterion, such as “Often has a logo on it” and “Made with plastic.”
Skills: Class, Feature, Function, Expressive Language, Intraverbal Conversation, Prepositions
Pros: This is one of my favorite games. As mentioned above, it is very easy to modify. It also allows you to focus on working on expressive language and recall skills in an age-appropriate way for older students. The game offers a lot of potential for increasing complexity over time, and it is easy to play with two or more children of differing skill levels.
Cons: The only con I have is that the cards are tiny, and some of my students do struggle with picking them up and grasping them.
Cost: $10.00 Should I buy this? Yes! This is a game you could make yourself, if you didn’t mind spending dozens of hours doing so. It’s a great price for a tool you can use in multiple ways with a wide range of students.
ABLLS:
VB-MAPP: LRFFC9, Intraverbal15

Teach Through Toys: Marble Run

Age Level: Preschool, early elementary, upper elementary
Description: There are many marble runs on the market. I have the Quercetti transparent marble run. I have had it for four years, and some pieces have started to break, but I put a lot of wear and tear on toys because I travel with them in my shoulder bag. With a marble run, kids put together tubes, chutes, spinning wheels, and more to send marbles through.
Modifications: What I love about this toy is that you can easily modify it for the needs of your students. I use this with my lowest functioning students who are nonverbal, because they are motivated to mand (or request) items/actions such as marble, track, or push. I also work with them on tracking the progress of the ball, grasping the ball with their finger and thumb, and playing appropriately with the toy for 1-5 minutes. It’s a good toy for working on beginning manding, as well. You can keep the ball out of sight, and have the student request it when they see it is missing. A toy like this is especially important for me, because I can use it to work on these low-level skills, but it is still age appropriate for some of my older students.  I use this with my highest functioning students to work on building complicated structures, following directions, and describing what just happened.
Skills: Manding (asking for items/actions), gross motor skills, understanding basic cause and effect, prepositions
Pros: For many of my students who are very low functioning, this is one of the few toys that is consistently motivating. It’s nice that you can change the way the structure looks each time you build it. It is also a great toy because it is easy to play with appropriately, compared to some toys that students with autism or other learning difficulties may play with in inappropriate or unusual ways.
Cons: For some students, it is difficult to build the structure since the pieces have to be fitted in a specific way. I have played with marble runs made by other companies, and some of them are difficult to take apart if the student wants to make a change. While this is a game that students can almost always play with appropriately independently, the marbles pose a choking hazard so students should always have supervision.
Cost: Varies based on what model you get. Should I buy this? A resounding yes. There are so many different marble runs to choose from and this is a toy that is always a big hit. There are some nice wooden marble runs that are a bit more expensive, and now there are also marble runs whose moving parts can be attached to the wall. I cannot stress enough how great a toy this has been for my early learners with autism, but it has also been motivating for my upper elementary students who are higher functioning.
ABLLS: A4, A5, A8, C6, F1, F2, F3, F4, F5, F6, F8, F9, G1, K5
VB-MAPP: Mand 2M, Mand 3M, VP-MTS 1M, VP-MTS 2M, Play 1M, Play 5M, Mand 6M, Mand 7M, Mand 8M

Teach Through Toys: Vilac Stacking Robots

Age level: Preschool, Early Elementary
Description: This set includes nine wooden robots that you can link with each other in a variety of ways with the goal of keeping all the robots balanced. It comes with images of shapes you can try to build from the robots, with three different levels of difficulty.
Modifications: This is not a game, but an activity that is quite simple to modify depending on the skills you are teaching and the abilities of your students.
Skills: Patterns (if you have more than one set), gross motor skills, prepositions, block imitation (or structural imitation)
Pros: Many kids are highly motivated by robots, so are more likely to attempt to balance the robots.
Cons: The design of the robots frequently requires kids to place two robots simultaneously in order to maintain the balance of robots placed lower in the stack. If your student has difficulty with motor tasks, this is not an activity they will be able to complete independently, and they may become frustrated even with assistance.
Cost: $26 Should I buy this? There are a few toys on the market similar to this. Schylling Bill Ding Stacking Clowns, Haba Animal Upon Animal, and Zimbbos are all available and less expensive than the Stacking Robots. But the Stacking Robots are the ones I have used for the past four years. They are durable and typically popular with my students in preschool and early elementary. It is definitely a purchase that has been well worth my while.
ABLLS: B4, B6, B9, B12, B22, K5, Z13
VB-MAPP: VP-MTS 13M, VP-MTS 15M, Listener 12M,  Math 13M