Naadira Fernandez

Activity 2
Activity Title: Guess the Clue Game

Sources:
King, T. (2015, December 6). Retrieved March 14, 2018, from
http://www.youthgroupgames.co.uk/penandpaper-games-for-youth-groups.html

What is intellectual disability. (n.d.). Retrieved March 14, 2018, from

http://www.idrs.org.au/education/about-intellectual-disability.php

Equipment needed: Paper, black markers, hat and/or small container, a timer

Activity Description: The objective of this activity is social interaction, cognitive,

communication, memory, and concentration skills.

1.Split the larger group of participants into 2 or 3 teams. Provide each team with a blank piece of
paper and a black marker.

2. Allow a volunteer from each team to randomly select a word from folded cards placed in a hat
and/or small container.

3. Instruct the volunteers to read the word on the card to themselves quietly —not aloud.

4. After the timer is set for 60 seconds, the volunteers will race back to their teams and draw a
picture of the word from the card which helps the team guess the word.

5. The team to correctly guess the word by using the clues drawn by the team volunteer before
time runs out wins the round.

Primary interaction pattern(s) (activity analysis): The primary interaction pattern for this
activity is Multilateral. I chose this pattern because the nature of this group is competitive among
three or more persons with no one person as an antagonist.

Adaptation: This activity can be adapted for people with mild intellectual disability because
people with this disability have deficits in at least 2 areas of adaptive behavior such as
communication, social skills, self-direction, or learning. The IQ range for a person with a mild
intellectual disability is 55- 70. Some difficulties of a person with mild intellectual disability are
significant difficulty managing their lives effectively without support and training, may have
more than one disability/ dual diagnosis, and receive no assistance. One way I would adapt this
activity is by having pictures of the word along with the word on the card that the volunteers
randomly select. I believe this will help the team volunteers understand and visualize what they
would be expected to draw when they run back to their teams. I would go over the rules at least
twice, and ask if everyone understands or has any questions about the rules of the game before
beginning. I would also have assistants help facilitate the game, encouraging the team volunteers
to ask questions about the word/picture card they selected from the hat before starting the timer. I
would also allow the teams to have a little more than 60 seconds to draw and guess the word in
order for them to be able to communicate and process the information. I believe this will help the
participants effectively communicate and learn while participating in this activity.