Olivia

Miller

a. Activity Title Color Wheel

b. Sources for your activity and for your adaptations (APA citations)

Color Wheel for Toddlers [Web log post]. (2010, May 18). Retrieved September 09,
2017, from https://engagingtoddleractivities.wordpress.com/2010/05/18/color
-wheel-for-toddlers/

Cognitive Impairment and Cerebral Palsy. Retrieved September 09, 2017, from
http://www.cerebralpalsy.org/information/cognition

Occupational Therapy for Cerebral Palsy. (2016, June 01). Cerebral Palsy Guide.
Retrieved September 09, 2017, from
https://www.cerebralpalsyguide.com/treatment/occupational-therapy/

Ziegler, R. (2007). Adaptive Physical Activity for Students with Cerebral Palsy. Physical &
Health Education America. Retrieved September 09, 2017, from
http://www.pelinks4u.org/articles/stopka/oct07_a.htm

c. Equipment Needed:
Cardboard color wheel
Wooden clothespins with names of colors written on them

d. Activity Description:
Grasp the color wheel with one hand.
Pick up a clothespin at random with the other hand.
Read what color is written on the clothespin.
Find the portion (color slice) of the color wheel that corresponds with the color
written on the clothespin you picked up.
Between your thumb and index finger, pinch the end of the clothespin that is
open (the wooden parts arent touching). The other end of the clothespin
where the wooden parts are touching will open.
Clip the now-open end of the clothespin onto the corresponding color on the
color wheel.
Repeat all steps above until all clothespins are clipped onto their corresponding
color on the color wheel.
e. Primary interaction pattern(s):
Extraindividual The color wheel activity consists of an action directed by a
person toward an object. The participant is clipping a clothespin onto a color
wheel. This activity requires no contact with another person.
Aggregate The color wheel activity has the potential to be an aggregate
activity if there are multiple people playing with multiple color wheels. They are
not interacting with each other; each participant is directing an action toward
an object while in the company of other participants directing an action toward
an object.

f. One researched adaptation specific to a disability group. Be specific. For example,
saying someone has anger issues is not a disorder. However, a person with anger
issues might be diagnosed with conduct disorder. You may not use a particular
disability or disorder more than one time.

The color wheel activity helps with fine motor control. In pinching clothespins, this
works on the fine motor skill of thumb opposition. In working on this skill, the
participant also works on their grasping skills. In having to reach for the clothespin,
grasp the clothespin, and clip it onto the color wheel, this activity challenges
participants hand-eye coordination. The color wheel activity challenges participants
cognitively. They have to be able to read the color on the clothespin, recognize what
that color looks like, and find it on the color wheel.
Individuals with Ataxia Cerebral Palsy have trouble with walking, balancing, and
difficulty with fine motor skills. Some individuals diagnosed with Cerebral Palsy also
have impaired cognitive functioning. This adapted activity is designed to help with both.
If the participant is unable to pinch the clothespin, you can adapt the activity by using
Velcro instead of clothespins. Write or type the color on a piece of paper and attach a
piece of Velcro on the back of that, as well as on the corresponding portion of the color
wheel. If the participant is still unable to use the Velcro, replace the Velcro with
magnets. Glue small magnets to the back of the paper and onto the corresponding
portion of the color wheel.
If you want to challenge the participant more cognitively, you can use a wheel
consisting of pictures of animals and clothespins with what sound each animal would
make (i.e. A picture of a cow is on the coloring wheel. Ask your participant to clip the
clothespin with the word moo onto the animal that would make the moo sound). Not
only are you working on cognitive skills such as working memory, recognition, or logic
and reasoning, youre still working on hand-eye coordination, thumb opposition,
grasping, and reaching.