Table 5.

Activities for Evan

Goals	Activities	Description
Fine motor’s goals	Colour in games	Provide “Spiderman colouring books” and colour pencils. Ask him to colour in. If he does not show interest, he will be attracted by modelling first and saying, “I am busy with Spiderman”. Alternatively, guide his hand and later let him do it independently. Encourage him by stating, “can you cover all the white?” and “try and stay inside the lines.”
	Unbutton games	Ask him to unbutton his cloth or another cloth strip from the dressing vest or doll, which has large, medium and small buttons. If he does not know how to approach this task, slowly demonstrate for him. Then try to assist him physically. He should hold and lightly pull the cloth next to the hole with one hand, grasp the button and push it through the hole with the other hand. Adapted from “The Carolina Curriculum for Pre-schoolers with Special Needs” (Johnson-Martin et al., 2004)
	Cut and draw games	Place a piece of paper and the safety scissors in front of the child. Draw a line from the left to the right side of the paper. Ask him to cut the paper in half or to cut all of the ways across the paper. Give him verbal cues if needed (e.g., “follow the line”). Or use tape by placing it on either side of the line to encourage the child to stay on the line. If he is able to do this, expand the games by cutting a circle, square or pictures that he made and coloured in. It may be helpful to trace around the outline of the picture with a marker before cutting it out. Encourage the child to stay on the line and not cut into a picture. Select pictures easily to cut, then stick them into a paper board. Ask him to put his name and date on it. At the end of June, the families can know how far his progress is. Adapted from “The Carolina Curriculum for Preschoolers with Special Needs” (Johnson-Martin et al., 2004)
	Puzzles	Choose a puzzle that has minimally 5 to 7-pieces. Encourage him to finish the puzzle. If he cannot do it, try to work together or one-by-one or backchain - do all but the last one and ask him to add the last piece. Next time do two last pieces, etc.
Communication	3-related items games	Choose three pictures from common categories (fruit, school items, food), then write the name of the picture on a piece of paper, place it close to the picture. Ask him to answer your question: “things that we eat”, “things in the school”, “things that are yellow”. Encourage the child to choose three pictures and bring them together with the name. If he is able to do this, expand the games by only stating the name of the item. Encourage him to be familiar with the letters. Encourage him to verbalise the name correctly. Model the correct articulation of the words, then ask him to sound them out.
	Identifying the sound of words	Use the word cards from speech therapy or download the new one from www.busybugkits.com.au/freebiesarticulation/. Choose the letter of words that Evan needs to practice. Expand the games to “hungry for K’s”. Tell him and other children in a group that they are on a special diet and can only eat things that start with the /K/ sound. Ask them to put the things into their lunch box (e.g., carrots, corn, cucumber, ketchup). To make it more complex, add other objects that start with /k/ but cannot be eaten (e.g., cards, cat, key, cow). Alternatively, put some words that do not have any /k/ sound. Count to see how much they can put in their lunch box. Adapted from www.phonologicalawareness.org/#!phoneme/cr2d
Problem-solving	Spiderman shopping	Ask Evan to play “Spiderman shopping”. Creates the situation like a shop. Evan becomes a Spiderman (provide Spiderman costume), and his friend pretends to be a clerk. Provide pictures as a cue to prompt, and ask Evan to buy things that start with the letter /f/. Encourage both of them to interact with each other.
	Spiderman Sick	Ask Evan to play “Spiderman sick” and go to a clinic and meet customer service, doctors, pharmacists, and other people who need help.