ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 2
Activity Title: Fill in the Story
Source: Mahin, G. (n.d). Fill in the Story [Web log post]. Retrieved from
http://www.expressivetherapist.com/group-activities.html
Equipment: printed pictures of scenes from plays, movies or TV shows in which there
are several characters pictured together in the middle of the story (not posing for the
camera and smiling), pencils, paper, color pencils.
Description of Activity: The objective of this activity is to maintain cognitive level
functioning, improve fine motor skills, and to provide a safe space for clients to explore
one's creativity. Each participant chooses a picture and writes the following:
Names and ages for everyone in the picture
Name of the main character
Main character' greatest wish, greatest fear, best quality and worst quality
Setting of the scene
Background to the scene: what has happened before the moment pictured?
Write the conclusion of the story and draw, color, or paint the final scene of the story.
Allow for discussion after the activity.
Leadership considerations: This activity works best for groups of 7 to 12 participants.
The activity requires a setting in which participants can sit down and have a flat surface
area in front of them .The therapist functions as a facilitator by explaining the instructions
of the activity, instructing participants to take their place, and by explaining the activity.
The therapist should choose pictures from plays, TV shows, or movies that are not as
popular to allow the participants to be more creative throughout the activity.
Adaptations:
Participants with Traumatic Brain Injury (TBI): Individuals with a traumatic brain injury
have cognitive impairments that affect ones memory and delays information process
(Classroom Interventions for Students with Traumatic Brain Injuries, n.d.). Give more
time for participants to comprehend instructions and complete tasks. The therapist must
repeat himself or herself, say something in a different way, or speak slower if the
participant does not comprehend the activity. Give clearly stated task directions (limit the
number of steps) and ask the student to repeat or paraphrase the directions to ensure
understanding. Break tasks into small steps and lessen the number of questions
(Classroom Interventions for Students with Traumatic Brain Injuries, n.d.). Individual
with TBI have concentration problems and should sit near the therapist in order to keep
participant on track while completing the activity (Mayo Clinic, 2014). Providing a quiet
room with no distractions could also help the participant. If the room is not quite enough
the participant could use earplugs to reduce external noise. Provide breaks throughout the

activity when needed because individuals with TBI experience fatigue (Classroom
Interventions for Students with Traumatic Brain Injuries, n.d.). Use verbal praise and
encouragement frequently because most individuals with TBI suffer from depression and
loose motivation throughout the activity (Mayo Clinic, 2014).
Participants with Cerebral Palsy (CP): The setting where the activity takes place needs to
be wheel chair accessible. Participants with CP are characterized by an inability to fully
control motor function, particularly muscle control and coordination (Cerebral Palsy,
2009). The writing portion of the activity could be hard for the participant because fine
motor skills are affected. If the participant is having trouble gripping the pencil, use
wind Coban Wrap or smoosh Crayola model magic clay around pencil to build them up
and make them easier to grasp (10 ways to help kids with disabilities write and draw,
2013). Use a clipboard to keep paper from moving. Allow more time for participant to
complete activity, if needed reduce the number of questions in the activity. If the
participant cannot grasp a pencil and write then the therapist or volunteer at the facility
must work one on one with the participant and take notes for him or her. Abnormal
muscle tone and poor motor control in the mouth, tongue and face can interfere with
speaking skills. Language-processing problems make communication and self-expression
difficult (Cerebral Palsy, 2009). Allow more time for participants to verbalize their
story because of the poor motor control in the mouth and tongue.

References
Classroom Interventions for Students with Traumatic Brain Injuries. (n.d.). Retrieved
October 28, 2015, from http://www.brainline.org/content/2008/07/classroominterventions-students-traumatic-brain-injuries_pageall.html
Mayo Clinic. Traumatic brain injury. (2014, May 15.). Retrieved October 27, 2015, from
http://www.mayoclinic.org/diseases-conditions/traumatic-braininjury/basics/symptoms/con-20029302
Cerebral Palsy. (2009). Retrieved October 28, 2015, from https://ethnomed.org/patienteducation/neurological-conditions/cerebral-palsy/A Guide to Understanding Cerebral
Palsy.pdf
10 ways to help kids with disabilities write and draw. (2013, February 6). Retrieved
October 27, 2015, from http://www.lovethatmax.com/2013/02/helping-kids-withdisabilities-write.html