Matthew Hatcher

LEI4724
Activity Title: Clay Sculpture
Source: Sharlene Weitzman
Published in Assessment & Treatment Activities for Children, Adolescents, and Families
Vol 1 Edited by Lowenstein, 2008
Equipment: Clay, Paper ,Pencil/Pen, Paint
Description of Activity: In a big or small group of people, arrange the participants in
seat in a shape of a circle or a square. The participants/clients will construct an item,
object, or noun which best represent themselves. During this the instruct will also
construct a figure guiding the attendees in the activity. If the clay is not colored then paint
will be used. The colors represent emotions or a current state of mind. This activity is for
self-expression, therefore once completing the sculpture the participant will share his/her
design.
Leadership Considerations:
This activity should be done with a maximum of 15 participants. This activity work best
in a nice sized room with tables and chairs. A big room would be great for individuals
with wheel chairs and mobile beds. The therapist/instructor will explain the purpose of
the activity and the procedures. After the activity the leader will ask questions to the
participants regarding their experience to the activity.
Adaptations:
Participants with Dementia: Participants with dementia have slight or maybe full memory
loss. Give them time to think and complete the activity. If necessary, assist participants
who is struggling for long periods of time. Be mindful that people with dementia tend to
get side tracked from time to time. Therefore, try to guide them back to the activity.
Participants with Physical Disability: Participants with physical disability have slight or
maybe full loss of body functioning. Give them time to move or assist them if any
material drop. If necessary, assist participants who is struggling for long periods of time.
Be mindful with the participants limitations.

Matthew Hatcher
LEI 4724
Activity Title: Gardening
Source: Smith, L. (2003, January 21). Keep it going. Retrieved from :
http://www.recreationtherapy.com/tx/txnature.htm

https://www.nia.nih.gov/alzheimers/publication/caring-person-ad/adapting-activitiespeople-ad
Equipment Small scoops, potting soil, pots, planters, watering cans, regular scissors or
safety scissors, towels and patience.
Description of Activity:
Participants will be able to plant and contribute to a real life-nurturing garden. Each
person will have a plant to take care of and will be held responsible for the health of the
plant. Participants will fill watering containers with water if there is no access to water in
the activity room or area. Participants have full flexibility with their plants. They will be
able to decide on watering patterns, locations, and decide on a certain style (Grooming).
The ideal size for this activity should be about six to ten participants. This decent size
number gives small areas flexibility and large areas separate gardening sections.
Participants will learn or demonstrate how to properly plant real life pants and seed using
soil, water, and proper settings.
Leadership considerations: This activity works best for small groups (Maximum of 10
participants). Consider using a room with good lighting or backyard setting where the
sunlight shows best. The instructor or therapist will lead the activity by introducing the
activity. After that the participants will work independently or in teams. Participants who
want assistance will be able to request for it.
Adaptations:
Participants with Intellectual Disability: Give participants more time to process
instructions. Use pictures and examples to help them understand the values/elements that
you are introducing. For instance, participants with dementia and Alzheimer will have to
be assisted and reminded a few times about the instructions for the activity.

Matthew Hatcher
LEI 4724
Activity title: Improvising play dough
Equipment:
1 cup flour
1/2 cup salt
1 cup water
1 tablespoon vegetable oil
2 teaspoons Cream Tarter (available at grocery stores)
Food coloring
Cutter
Description of activity:
Participants will pair up in groups. Put all ingredients together in a pan. Make sure it is
not a non-stick or Teflon pan Cook, stirring constantly until dough ball on the spoon and
nothing sticks to the side of the pan. Take the dough out the pan. Let it cool then knead
and place in plastic bag. Do not store in refrigerator. The more you use this the longer it
lasts! Makes enough for approximately three participants at a time. Bring along cutters.
The goal of this activity is used to increase socialization, ability to follow directions ad
for muscle relaxation.
Leadership considerations:
This activity will work best with a large group of people. This activity will serve greatest
in a room and/or outdoors. The leader or instructor should encourage participants to have
fun and feel the dough. It is encouraged that participants create shapes and object while
interacting with peers and the dough.
Adaptations:
Participants with Arthritis: In this activity, participants with arthritis will be given the
ability to flex muscles and to relives some tension in their hands. The dough will allow
them to constrict and relax their muscles by squeezing the dough.
Participants with social phobia: participants with a social phobia will be able to interact
with other participants. Meaning this individual will share play dough with up to two

members in the group. This way they can interact and share ideas and views on different
things inside and outside of the activity.

Matthew Hatcher

LEI4724

Activity Title: Lend a Fish

Source: Nancy Hahn of Sidney Square Care Center Pgh PA on Thursday, June 14, 2001
Equipment: Fishbowls, water, small pet fishes (Gold fish, Platy, Beta), fish food, water
conditioner
Description of Activity:
Place a single fish in a bowl with a lid for pet fish. These fish can be left in viewing
distance for patients or in the rooms of other residents. Fish are wonderful and exciting
pets to care for. Fish have wonderful colors and swim freely. Besides the fish,
maintenance is very fun. Decorating the bowl with gravel and plants expresses the
owners creative style. This activity represents fun, responsibility, and creativity.
Leadership Consideration:
In this activity there can be as many participants as there is fish. The leader would make
sure each participant would have a fish and a part of this long-term activity. The
instructor will monitor the participants and the fish health care each week. The therapist
or leader needs to coordinate well so the participants can fully enjoy the activity. It is
important that the leader emphasize the importance of the health of the fish.
Adaptations:
Participants with auditory disability: For participants with hearing disability this activity
can be fun and exciting for them. Caring for fish does not require hearing; this activity is
more visual than auditory.
Participants with Physical Disability: Participants with physical disability have slight or
maybe full loss of body functioning. In this situation, the participant will have an option
to have a helper to assist in fish care and decorating.

Matthew Hatcher

LEI4724
Activity Title: Let's Fish!
Source: Gail Hammer, AD of Birchwood Care Center (2003)

Equipment: fish cut outs from construction paper, magazines, magnets, paper clips, yarn,
broomsticks and dowel rods.
Activity Description:
Fishing is a common hobby that is practiced and executed all over the world. This
activity requires patience and a few pieces of equipment. Before beginning the activity
the instructor would want to make sure that he/she has all the materials needed to follow
through with the activity. Furthermore, after you have cut out the fish shapes start
preparing for the fishing game to begin.
1. Place a magnet on the backside of each.
2. Attach the yarn to the broomsticks/dowel rod-this is your pole and the paper
clipped the end of the yarn-this is your hook.
3. Have the group sit in a circle and place the fish on the floor in the middle.
4. One the count of three everyone starts "fishing".
5. Play 3-4 rounds before the "expert fisherman" receives his/her prize and crown.
Leadership considerations:
The instructor for this activity should focus on the participants happiness and will focus
on making sure the activity is a success. The instructor should make this activity work for
a small a group of people of size 4-10. Also the instructor should be able to explain the
positive out comes to the participants from his activity such as improvement in hand/eye
coordination, socialization, group interaction in a competitive situation. It is
recommended that the instructor have a demonstration round with the participants before
starting the rounds to determine the expert fisherman.
Adaptations:
Participants with visual impairment: Visual impairment is a term to describe any kind of
visual loss. In a sense, this can mean either partially or even legally blind. This is a result
to injury through adolescence through adult hood. Also, Some children may have
congenital blindness, which means they are visually impaired at birth (Salvin 2013).

There are many ways we can adapt this game for someone who is visually impaired. For
instance, if one of the participants can only see out of one eye we can set a rule to allow
one eye for vision throughout the activity to level the playing field.
Participants with Learning disorder: Learning disorders are characterized by
neurologically based processing problems (IDA, 2015). People with learning disorders
might not understand instructions given for an activity or demonstrations the first time
introduced. Learning disabilities is not the same thing as learning problems. This is not a
curable disability. People with learning disabilities are of average or above average
intelligence. Therefore it will take time for the participant who has a learning disability to
fully cooperate in this activity. Allow the participants to take their time and encourage
them to compete for fun instead of a prize. Effort and participation in this situation is the
ultimate prize.

Adaptations References
Salvin, J. (n.d.). Visual Impairment. Retrieved October 1, 2013, from
http://kidshealth.org/teen/diseases_conditions/sight/visual_impairment.html
Types of Learning Disabilities. (2015). Retrieved from http://ldaamerica.org/types-oflearning-disabilities/

Matthew Hatcher
LEI4724
Activity Title: Meditate, Music & Munchies
Source: Community Housing Association (2003)
Equipment: fruit juices, snacks (that are approved for each participants diet), sliced up
fruit, songs/CDs, chairs and blankets.
Activity Description:
Meditation, music, and munchies activity promotes social interaction and relaxation.
There are going to be two sections during this activity that divides the social group from
the quiet relaxation group. The social group allows the participants to socialize with the
people around them, talk about past or current events and to get to know one another.
These participants will sit in a small group around a table with small sample plates and
dishes from snacks provided in the activity. While this goes on the songs are playing in
the background and the occupants can sing along or hum to the song. The relaxation
group will not be as the group. This group will have chairs and mats spaced out and will
only have music playing in the background. Therefore, the participants shall take a seat or
lay on the mats with a blanket. This will initiate the relaxation activity by having the
participants in a resting posture. Allow the participants to close their eyes and relax. It is
important to note that the music has to be soothing. Metal rock music can be loud and
disturbing. This activity can last up to an hour.
Leadership considerations:
The instructor and staff will have to be open to the participants request and to their free
time. Meaning the staff can interact with the participants by listening and sharing
experiences. It is recommended that the staff monitor each behavior between both groups.
This will ensure that the relaxation section is quiets and soothing plus the social group
being nice and friendly. In the social group prior to the activity, the instructor must
receive information and approval for participants diet. This can prevent allergic reactions
and death (swallowing disability). On the other hand, in the relaxation session, the
participant is the x-factor depending on how the participant chooses to relax. For instance
if the participant chooses to sit down or lay down. Also depending if the client has a
disability/limitation will affect the way he or she will find comfort within the activity.
Adaptations:

Participants with hearing impairment: Hearing impairment occurs when there's a problem
with or damage to one or more parts of the ear. There are many different factors that may
come into play such as conductive hearing, auditory neuropathy spectrum disorder,
sensorineural hearing, central hearing, and auditory processing disorders (Morlet 2012).
When making an adaption to this activity you would think that turning the music up
would help. Then again it would contradict the sole purpose of the activity, which is to
soothe and relax. Hearing aids will assist in hearing in this activity. Hearing aids will
allow theses participants to tune into the soothing sounds during the relaxation period.
Participants with anxiety: Anxiety is a feeling of worry, nervousness, or unease. Anxiety
is common and can originate at anytime during ones life. Anxiety can arrive after long
periods of stress. There is no cure for it but there is treatment plans such as therapy and
medications that can be prescribed. Mindful meditation has long been used to reduce
stress, anxiety, depression, and other negative emotions (Robinson 2015). Despite the
obvious this activity would work wonder on someone who has anxiety. The calming
relaxing session would bring about peace. Then she or he would be able to enjoy
company in the socialization group.

Adaptations References

Morlet, T. (2012, May 1). Hearing Impairment. Retrieved from

http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.html#
Robinson, L. (2015, September 1). Relaxation Techniques for Stress Relief. Retrieved
from http://www.helpguide.org/articles/stress/relaxation-techniques-for-stress-relief.htm

Matthew Hatcher
LEI4724
Activity Title: Musical Play with Body Awareness
Source: Center for the Disabled on December 31, 2003..
http://www.recreationtherapy.com/tx/musicactivities.htm
Equipment: Music, Musical instruments
Description of Activity:
Participant will listen, dance, and create different types of music. While playing
instruments, all participants will join in creating a song while exercising. Including over
the head, behind the head, over shoulders, in front of their bodies, in front of their knees,
down by their feet exercises. This activity is supposed to let the music soothe the
participants while moving around (exercising).
Leadership Consideration:
In this activity the instructor should be open to the participants request. The participants
choice of music is nearly as important to the activity because the activity is for them. The
maximum amount of participants should be from two to eight. The instructor should start
by directing the beginning of the activity with instruction and initiating the first song and
exercise. Then after the activity, instructor will ask around to find out if the participants
found the activity enjoyable.
Adaptations:
Participants visually impaired: Participants who are visually impaired and love the sound
of music will get a chance to participate. In this situation, the participant will have an
option to have a helper to assist in movement and instrument use.
Participant with Physical disability: Participants with physical disabilities will need
assistance acquiring musical equipment and transportation for the most part.

Matthew Hatcher
LEI 4724

Activity title: Noodle Art

Equipment: Uncooked Noodles. Glue, Paper, Art Accessories
Description of activity:
The instructor will have the participants sit in front of a table and have the clients create
noodle art. In most situations the instructor may decide to pick a object for the group to
create. But in order to promote creativity the instructor will allow a freestyle art session
in which the clients will create anything they want to make during this art session.
Leadership considerations:
This activity will work best with a group of ten people. This activity will serve best in a
room that is well ventilated for the glue to dry. The instructor will lead this activity and
will have to make sure the participants are enjoying the activity and not eating the
material or putting anyone in harms way.

Adaptations:
Participants with Dementia: In this activity, participants with dementia will be given an
assistance and will be closely monitored due to the face these participants attention span
is slim. On minute the participant may be pasting noodles the next he or she may be
trying to cook the noodles.
Participants with a physical disability: participants with a physical disability will be able
to participate as well. Depending on the extremity affected the participant will be given a
specific task to complete or an assistant.

Matthew Hatcher
LEI 4724
Activity Title: Pine Cone Bird Feeder Ornaments
Equipment: Pine cones, seeds, peanut butter, sugar, string, other sweet decorations.
Description of Activity:
Participants in this activity will create bird-feeding item. First participants distribute
peanut butter or and sticky food substance on a pine cone, then sprinkle with cake decors,
such as sugar or confetti sprinkles. Attach string to pine cone, then assist participants in
hanging their creations for the bird. This can be incorporated indoors and out doors.
Example of indoors meaning attached outside of the window view.
Leadership considerations:
This activity can work with any population group from six to ten people. The instructor
will coordinate the activity making sure participant get the specific supplies needed to
construct the bird feeder. The instructor will make sure everyone is participating and
adding their own constructive ideas and colors in their design.
Adaptations:
Participants with visual disabilities will be carefully monitored during this activity. Also
these participants will be given an assistant to help them construct a clear image of the
design with the participant. This will decrease chances of self inflicted harm and harm
done to other participants.
Participants who are paraplegic: Participants who cannot control motion in the upper
extremity will also be assisted throughout the activity. This activity promotes social
interaction and creativity besides physical motions. Assistants will be given to these
participants for help throughout the activity and at the end to hang up the bird feeders in
the designated location.

Matthew Hatcher
LEI 4724
Activity title: Sensory Hands
Source: Cynthia Soucy, CTRS of Harborside Healthcare Willowson April 30, 2005

Equipment:
Washcloths, lotion (regular from facility or sometimes I use aroma therapy lotion from
Bath and Body Works), music for calming and relaxation, a basin, warm water, and small
garbage bags, Purel

Description of activity:
Put on the music in a private room. Next fill up a large basin with very warm water. Put
in your washcloths to get them nice and warm. Place one of the garbage bags next to the
basin/sink for used washcloths. Then, one patient at a time, take a washcloth and cover
the persons hands for about a minute. You will instantly see their faces relax. I also use
this time to orient them to what day it is. Put the used washcloth into the "garbage" bag.
Then put lotion on the patients hands and give them a hand massage. If you are using the
aromatherapy lotion, allow them to smell it. I like the relaxation or awakening lotions
because they really seem to have a good effect on the patients mood.

Leadership considerations:
This activity will work best with any size group. This activity will serve greatest in a
room and/or outdoors. The leader or instructor should encourage participants to relax and
offer musical selections throughout the activity. It is encouraged that participants dig deep
in the activity and find a soothing comfort zone.
Adaptations:

Participants with Arthritis: In this activity, participants with arthritis will be given the
ability to soothe muscles and to relives some tension in their hands. During the activity
lotion will be rubbed on participants hands while getting a massage. This massage will
relive muscle tension.
Participants with Parkinson's disease: participants with Parkinsons disease will be able to
relax and find comfort in this activity. In a sense soothing music will help participants
calm down and help slow down tremors an shaky gesturing.
Matthew Hatcher
LEI4724
Activity Title: Smoothie Time
Source: Jessica Casaday of CSUS (2006)
Equipment:

Blender

Plastic food gloves

Bowls for fruit & ice

Paper or plastic cups

Slotted spoons

Measuring cups for ice, juice, & yogurt

Paper towels

Straws

Activity Description:
Smoothies are enjoyable drinks that are made differently from many great flavors.
Smoothies can be made out of fruit, yogurt, and vegetables. This activity will occur as a
group activity. Group size preferably more than seven people. The objective of this
activity is to respond appropriately to question/comments, initiate conversations in
appropriate manner, and follow a healthy diet. Along with participating in a delicious
healthy activity, this activity will also promote social interaction.

Directions: Participants or staff will put all the ingredients in a blender and blend the
ingredients until the smoothie forms. Pour the smoothie into cup and serve. Note that
ingredients are in the order that they must be placed into the blender.

1 cup of ice

cup of water

cup lemon drink mix

cup of vanilla yogurt

Leadership considerations:
The instructor for this activity must know all of the participants diets, allergies, and
preferred ingredient snacks. It is recommended that the therapist supervise each
participant as they blend their own smoothie. Meaning, participants must be monitored
for their own personal safety. For instance, children not knowing any better would put
their hands in the blend and can end up hurting themselves severely. Furthermore, the
instructor should make sure that the activity will take place in a nice spacious room or
cafeteria setting.

Adaptations:
Participants with Bulimia nervosa: Bulimia nervosa is an eating disorder characterized by
frequent episodes of binge eating, followed by frantic efforts to avoid gaining weight.
This eating disorder affects men and women off different ages. Some people do not like
the way their body look and believe that this is due their diet. The most dangerous side
effect of bulimia is dehydration due to purging. Vomiting, laxatives, and diuretics can
cause electrolyte imbalances in the body, most commonly in the form of low potassium
levels. When youre struggling with bulimia, life is a constant battle between the desire to
lose weight or stay thin and the overwhelming compulsion to binge eat (Helpguide.org).
Interestingly enough, participants who have this eating disordered will be heavily
encouraged to participate in making smoothies. The instructor will be able to let the
participant make smoothies out of healthy fat free items. This way the participant will not
have to worry about gaining weight and will be able to ingest a delicious snack.
Participants with Tourette syndrome: Tourette syndrome is a neurological disorder where
a person has both motor and vocal tics. Tourettes disorder is a brain condition that
individuals who possess this disorder will create sounds or movements such as coughing

or twitching that cannot be controlled. Which are called tics. Tics usually start during
early childhood. Tics tend to decrease during teenage years. They can continue into
adulthood but occur less often and are less severe than in childhood (Leckman 2008). In
this activity, delicious smoothies will help participants with Tourettes interact with others
and have created and tasted a delicious smoothie off their own. This way this activity can
take their mind off their disorder and anxiety on future behavioral actions.

Adaptations References
Bloch MH, Leckman JF (2008). Tourette disorder and obsessive-compulsive disorder in
children and adolescents. In MH Ebert et al., eds., Current Diagnosis and
Treatment: Psychiatry, 2nd ed., pp.641-656. New York: McGraw Hill.
Melinda Smith, M.A. and Jeanne Segal, Ph.D. Last updated: September 2015.