Goes with
No More Meltdowns Game
This interactive therapeutic tool is designed to establish steady communication about mood changes between a child with Asperger's Syndrome and a parent, teacher, or therapist so that meltdowns can be avoided.
The goal of the game is to recognize the connection between patterns of daily behavior and emotions. When the child and adult begin to understand the emotions that precede a meltdown, they can learn to stop the behavior before it starts.
How to Use:The game is in three parts, and is a one-on-one activity for the Asperger's child and the facilitator.
1. The child is asked to pick the cards with the graphic that most closely represents how he/she felt at various points during the day, and to place them on the weather chart board spaces (Early Morning, Late Morning, Early Afternoon, Late Afternoon, Early Evening, Late Evening). This creates a visual chronology of the child's emotional day.
2. The child rolls the "Who/What/Where/When/Why/How" die. The facilitator attempts to ask the question that lands facing up, about the worst time of day for the child - who caused it, what happened to make you upset, why was that time bad, etc. If the conversation is smooth, the child can roll again.
3. The facilitator asks the child to pick the card that best represents how he/she feels right at that moment and place it in the "Currently" space. The facilitator then asks about a change in the weather. In other words, what can be done to make the "weather" better tomorrow?
The goal of the game is to recognize the connection between patterns of daily behavior and emotions. When the child and adult begin to understand the emotions that precede a meltdown, they can learn to stop the behavior before it starts.
How to Use:The game is in three parts, and is a one-on-one activity for the Asperger's child and the facilitator.
1. The child is asked to pick the cards with the graphic that most closely represents how he/she felt at various points during the day, and to place them on the weather chart board spaces (Early Morning, Late Morning, Early Afternoon, Late Afternoon, Early Evening, Late Evening). This creates a visual chronology of the child's emotional day.
2. The child rolls the "Who/What/Where/When/Why/How" die. The facilitator attempts to ask the question that lands facing up, about the worst time of day for the child - who caused it, what happened to make you upset, why was that time bad, etc. If the conversation is smooth, the child can roll again.
3. The facilitator asks the child to pick the card that best represents how he/she feels right at that moment and place it in the "Currently" space. The facilitator then asks about a change in the weather. In other words, what can be done to make the "weather" better tomorrow?
