Work on the concepts of greater than and less than.Can be used to work on the concept of matching.Shuffling and dealing cards helps students work on bilateral coordination while picking up and flipping cards works on pinching and in hand manipulation. Some games can even be modified to play on a bulletin or cork board by moving pieces using push pins which helps students work on developing a pinch grip and finger strength.Ĭard games can range from very simple to very complex which makes them a good activity to grade mental or cognitive skills while working on the same fine motor skills. Or, for a student working on extending his reach, try modifying game boards and pieces so the game can mounted and played on the wall or slant board. For example, when playing games with a student who also needs proprioceptive input, try playing the game while in quadruped position. When playing games, think about how where and how you play the game can affect the therapeutic value. Good games to use in therapy require fine motor manipulation, following directions, sequencing, and taking turns. Almost any game can have therapeutic value either by the nature of the game or by adding a few modifications. Games work well in one-on-one interactions with students and with small groups. Some games also require players to interact directly with one or more other players by asking or answering questions. Players must work together to follow rules and the sequence of the game. With the exception of single player games, games also involve a social component. Like crafts, many games include a motor component such as picking up and moving pieces or dealing and flipping cards. Games are another meaningful activity for both children and adults.
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