MOSAIC Engagement Resource Guide

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Engagement Resource Guide

The contents of the MOSAIC Engagement Resource Guide are based off of the Azura Memory Care Engagement Supply List and should be used as a reference with the required items that each home has in their on-site inventory. By participating in these suggested engagements with residents, we are able to meet their Core Psychological Needs to boost self-esteem, have the power to choose, to be needed and useful, to care for others, to share joy and laughter, and to love and to be loved. In addition, each item on the Engagement Supply List to work on reminiscing therapy, cognitive therapy, active therapy, chore therapy, and creative therapy. Although many of these items may be very simple through our MOSAIC Connections training we are able to use innovative approaches to create many magical MOSAIC Moments of personalized joy!

Azura’s 5 Core Values 1. We treat our guests and coworkers with the utmost RESPECT. 2. We help people to RECOVER physically, mentally and spiritually. 3. We encourage INNOVATION and creativity 4. We hire and RETAIN the finest people. 5. Be EXCEPTIONAL!

Engagement Resource Guide

Table of Contents

MOSAIC Approaches & Communication Techniques: 12 Steps

Current House Engagement Supply List

Music Therapy Cognitive Therapy  General Music  BINGO  Sing-a-Long  Checkers  Musical Instruments:  Chess  Music CD’s and Records  Tic-Tac-Toe  Dominos Active Therapy  Dice  Pool Noodles & Beach Ball  Wooden Building Materials  Smaller Balls  Yahtzee  Rib-It-Ball  Trivia  Parachute  Card Games  Bean Bag Toss Game  Puzzles  Basketball Hoop  Word Search & Crosswords  Balloons Reminiscence Therapy Creative Therapy  General Reminisce Basket  General Arts & Crafts  Dress-up & Hats  Paint & Markers  Chore - Floor Sweeper  Paper & Coloring Sheets  Laundry Basket  Sculpting  Spa Basket  Cooking Basket  Fishing Basket & Men Engagements  Farming Basket  Childhood Toys  Baby Doll & Doll Basket  Gardening Basket  Teacher Basket  Wedding Basket  Sewing Basket

Engagement Resource Guide

Table of Contents, Continued

Sensory Therapy Dementia Information  Gel Pad  Alzheimer’s Disease  Stuffed Animals  Lewy Body Dementia  Bubbles  Frontotemporal Dementia  Sensory Room or Sensory Station  Aromatherapy Engagement Calendar Ideas  Calendar of Painting Possibilities Reading Therapy  Monthly Engagement Ideas  Poetry and Rhyme Reading  Picture Books Craft Ideas  Devotional & Bible  Magazine & Newspaper Cooking Recipes Expression Specific Engagements  Exploring & Focused  Aggression, Determined and Sundowning  Seeking and Collecting  Voiding and Incontinence  Yelling and Asserting for Resolution of Unmet Needs  Self-Sufficient  Inappropriate Sexual Expression and Disrobing  Paranoia, Delusions and Hallucinations  Worksheet: Five W’s of Behavioral Expression Investigation  Behavioral Expression Tips and Approaches

Engagement Resource Guide

MOSAIC Approach and Communication Techniques: 12 Steps

1. Get the person’s attention. Use eye contact. Securing eye contact helps to get the individual’s attention and gets them to focus on you and what you are saying. A gentle touch can also accomplish this. Remember that your facial expression helps communicate your intention. Maintain contact and extend yourself to the person to convince them that you want to talk to and be with them. Look directly at the person to get undivided listening attention before you speak and identify yourself at the beginning of each interaction.

2. Speak clearly, in short, direct sentences – use one-step commands. Keep it simple. Complex or abstract subjects will be difficult for a person with Alzheimer’s to follow. Talk about things that are seen, heard, touched or smelled. Be matter of fact, ask, “either/or” or as a last resort “yes” or “no” questions as much as possible. a. Avoid open-ended questions b. Ask questions that include limited choices: Would you like to shower before or after dinner. c. Be direct, say exactly what you mean. People with Alzheimer’s disease find it difficult to understand hints or suggestions. “Do I look like I have nothing to do?” say “I am busy now. I will come back.” d. Be concrete (“Your daughter is going to visit after lunch,” not “We are having company today.” e. Be literal. Nonliteral terms are used frequently in conversations: “That dress is a knock- out;” “This dessert is heavenly.” People with Alzheimer’s disease find it increasingly difficult to understand nonliteral terms. f. Present a limited number of choices, and give positive direction (for example, “Now it is time to take a shower,” not “Would like to take a shower now?”

3. Be willing to repeat and rephrase. a. Repeat yourself and restate critical facts several times. Restate and paraphrase what is not understood: use simpler words to express your ideas and beliefs. Remember that at some point, logical explanations will be meaningless and persistence in explaining leads only to frustration. b. Use simple subject-verb sentence structure. c. Left-branching sentences (“Because Ben let the house without his coat, his mother was upset.”) are more difficult to process and require more memory than right-branching sentences (“His mother was upset because Ben left the house without his coat.”)

4. Don’t use slang. Consistently use the same word for the same thing, and use the word more familiar to the person. (“It is time to go to the bathroom or toilet or lavatory.” However, vary the introduction of a topic, such as bathing, if it triggers resistance.

5. Keep your tone warm and empathetic. Provide affectionate encouragement; use diversion and humor to overcome resistance.

Engagement Resource Guide

MOSAIC Approach and Communication Techniques, Continued

6. Ask simple questions. Closely related words are often used instead of forgotten words. When you can’t make out what a person needs, point while asking simple questions: “Do you want your sweater? Your necklace?”

7. Show respect and be sensitive to cultural and regional differences. Hispanic and African- American people generally find addressing an older person by first name to be disrespectful. The formal “you” should be used when speaking to an older person in Spanish. Religious practices should always be respected. For instance, for some Haitians who practice voodoo, hearing and speaking to spirits is a natural part of life.

8. Avoid pronouns – use specific words and names for clarity. Use names often so it is clear who you are talking about. Don’t say he, she, or that group. Also, be sure to call a person who has Alzheimer’s by the name he or she is most comfortable with.

9. Write big, clear messages and post them. If exercise class meets Monday, Wednesday and Friday at 10 am, post a big sign that says “Exercise Class 10 am today.” It may also be helpful to have signs on facilities such as restrooms, dining halls and recreational rooms. These help remind people where the rooms are.

10. Use your non-verbal skills. a. Provide illustrations. Drawings and photography give additional cues and jog the memory. b. Enhance what you say with frequent gestures. Additional physical cues and emphasis increase the chance of successful communication. c. Avoid environmental distractions. Noisy and busy surroundings are distracting. It is easier to get and keep someone’s attention in a quiet environment. d. If verbalizations do not make sense to you, search for important clues. Smile to make a connection with the person.

11. Praise and encourage the person; show affection. Be patient. If you or the person becomes frustrated, take a break and try again later. Remember that person with Alzheimer’s will sense when you are tired, stressed or in a hurry, and may become upset or confused as a result. Although they are not able to comprehend the reason, people with Alzheimer’s disease still seem to sense emotions such as frustration, anger and happiness. A quiet, soothing voice, gentle touch or a calm presence may reassure and calm someone who is confused or upset.

12. Be patient! a. Give the person time to respond. If a verbal or non-verbal response does not occur in one to two minutes, repeat the exact set of words and gestures. b. Do not attempt to force a person to do anything. If he or she will not cooperate, leave for five or ten minutes and then try again. c. Do not assume that one set of behaviors, whether positive or negative, will stay the same. Simple changes in the environment, such as a different caregiver or a room change may cause behavior changes in a person with Alzheimer’s disease.

Engagement Resource Guide

Music Therapy

1. General Music: old fashioned record, CD and radio player for main part of house 2. Sing-a-Long: sing-a-long CD’s and books 3. Musical Instruments: maracas, drums, rain stick, sleigh bells, tambourines, etc. 4. Music CD’s and Records: 50’s, 60’s, Country, Holiday, Religious, etc.

Engagement Resource Guide

Music Engagement- General

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, and share joy and laughter.

Prep: music player, cd(s), record(s), sing-a-long sheet music, microphone (real or created), instruments (hands will do) and vocal leader – choose which items you use.

Presentation: Approach the resident using the proper MOSAIC techniques. Begin singing to and with them as a way to invite them to participate in the engagement. If done one-on-one sit at a 90 degree angle or side-by-side with the resident to offer physical reassurance and support. When used in a group setting, be sure to welcome and introduce each musician as they are brought into the group placing residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use the microphone, change instruments and select music.

Reminiscing Therapy: What kind of music do you enjoy? Do you have a favorite song, singer, instrument, etc…? Did you ever sing or play an instrument? Where have you performed? What was your wedding song? What musicians were popular when you were growing up? What kind of music did you play for your children?

Cognitive Therapy: Name the artist and ask for songs they performed. Hum or play the first verse of a song and ask residents to join in or to name that song or artist. Use sing-a-long songs to prompt memory and engage residents in singing. Listen to a song and name the instruments that are heard.

Active Therapy: Use musical instruments to engage residents in the active motion of music by having them play along, make up their own music or direct the music/musicians. Have them clap their hands or tap their feet in beat to the music. Place the microphone in the hand of the singer, so they feel as if they are on stage or performing. Play songs such as the hokey pokey, head-shoulder-knees-toes, or hot potato. Dance to the music.

Chore Therapy: Help pass out music items to the group or help put music items away

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Engagement Resource Guide

Music Engagement General, Continued:

Creative Therapy: Create your own instruments shakers - using popcorn and plastic Easter eggs, cymbals – two aluminum pie tins, drum – empty plastic peanut butter jars or ice cream containers with lid, Kleenex box with rubber bands around it to make a guitar like instrument, or cups and spoons as a great rhythm instrument… and decorate the instruments using paint, markers, glitter, etc… Make up your own songs with rhythms and words. Use old CDs and/or records to create artwork, bowls, jewelry, ornaments and bird feeders or paint on them for wall art. Video tape the dancing and playing of the instruments to show to family and friends or show the residents.

Other Items to Enhance Engagement: Disco ball, fun hats, boas and scarves for dancing.

Cleaning: Clean surfaces such as tabletops or floors after an activity if spills occur or if dirty. Disinfect items involved in engagement with antibacterial wipes, hot water and soap, or by following manufacturers’ instructions. Launder fabric materials. If making a craft, wash residents’ hands with soap and water.

Other Ideas:

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Engagement Resource Guide

Finish the Lyric Game

 I’ll be loving you…always  Ma, he’s making eyes…at me  In the good old…summertime  The stars at night are big and  Daisy, Daisy…give me your answer bright…deep in the heart of Texas do  Pardon me, boy…is that the  When the red, red, robin…comes Chattanooga choo choo bob, bob, bobbin’ along  Amazing grace…how sweet the  Let me call you…sweetheart sound  Five foot two…eyes of blue  Take me out to the…ball game  Oh, give me a home…where the  The hills are alive…with the sound of buffalo roam music  You are my…sunshine  School days, school days…dear old  East side, west side…all around the golden rule days town  Somewhere…over the rainbow  Show me the way to go…home  Hail, hail…the gang’s all here  I’ve been working on the…railroad  Happy birthday…to you  How much is that…doggie in the  I’m singing in the…rain window  Every time it rains, it rains…pennies  My wild…Irish Rose from heaven  Should old acquaintance…be forgot  This land is…your land  There’s a yellow rose in…Texas  My country …’tis of thee  I love you…truly  Give my regards to…Broadway  When Irish eyes…are smiling  Oh, beautiful, for…spacious skies  She’ll be coming round the  Over the river and…through the mountain…when she comes woods  He’s go the whole world…in his  Yankee Doodle wen to London…just hands to ride the ponies  Don’t sit under the apple tree…with  London Bridge…is falling down anyone else but me

Engagement Resource Guide

Sing-A-Long Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have a sing-a-long CD and sing-a-long books ready for activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or inform them that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to sing the songs and chose a song that they like.

Reminiscing Therapy: What is your favorite song? Who is your favorite musician? Do you like listening to music? Are you a good singer? Have you ever been to a concert? Who did you see and where was it? What is your favorite genre of music? Did you sing a goodnight song to your children? Did you sing at church? What was your wedding song?

Cognitive Therapy: Count the CDs or sort them by color. Name popular bands or singers in each generation. Play a song and have residents identify the name of the song or the artist or sing the next line. Talk about what instruments are playing in the song.

Active Therapy: Stack CDs. Listen to the music on the CDs and sing and dance along. Play songs the residents grew up with and let them sing along. Give instruments for them to use. Invite residents to play piano. Start singing and have residents join in.

Chore Therapy: Help stack and put away CDs, instruments, and other items involved in activity.

Creative Therapy: Have residents create their own music using instruments, take pictures and video for the residents’ families. Give residents a microphone and allow them to be the star of the show. Give a concert.

Other Items to Enhance Engagement: Microphone, boas, top hat, instruments

Engagement Resource Guide

Sing-A-Long Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Sing-A-Long Starters

Amazing Grace Morning has Broken Chorus: Morning has broken, like the first morning, Amazing Grace, how sweet the sound, Blackbird has spoken, like the first bird. That saved a wretch like me. Praise for the singing, praise for the morning, I once was lost but now am found, Praise for them springing fresh from the word. Was blind, but now I see. Sweet the rain's new fall, sunlit from heaven, T ‘was Grace that taught my heart to fear. Like the first dew fall on the first grass. And Grace, my fears relieved. Praise for the sweetness of the wet garden, How precious did that Grace appear Sprung in completeness where His feet pass. The hour I first believed. Mine is the sunlight, mine is the morning, Through many dangers, toils and snares Born of the one light Eden saw play. I have already come; Praise with elation, praise every morning, 'Tis Grace that brought me safe thus far God's re-creation of the new day. and Grace will lead me home. Cool the gray clouds roll, peaking the The Lord has promised good to me. mountains, His word my hope secures. Gull in her free flight, swooping the skies. He will my shield and portion be, Praise for the mystery, misting the morning, As long as life endures. Behind the shadow, waiting to shine.

When we've been there ten thousand years I am the sunrise, warming the heavens, Bright shining as the sun. Spilling my warm glow over the earth. We've no less days to sing God's praise Praise for the brightness of this new morning, Than when we've first begun. Filling my spirit with Your great love.

Jesus Loves Me Mine is a turning, mine is a new life, Jesus loves me! This I know, Mine is a journey closer to You. For the Bible tells me so; Praise for the sweet glimpse, caught in a Little ones to Him belong; moment, They are weak, but He is strong. Joy breathing deeply, dancing in flight. (repeat)

Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! The Bible tells me so.

Engagement Resource Guide

Go Tell it On the Mountain My Country Tis of Thee While shepherds kept their watching My country, 'tis of thee, Over silent flocks by night, Sweet land of liberty, Behold throughout the heavens, Of thee I sing; There shone a holy light: Land where my fathers died, Go, Tell It On The Mountain, Land of the pilgrims' pride, Over the hills and everywhere; From ev'ry mountainside Go, Tell It On The Mountain Let freedom ring! That Jesus Christ is born.

National Anthem Old Rugged Cross Oh, say! can you see by the dawn's early light On a hill far away stood an old rugged cross, What so proudly we hailed at the twilight's last the emblem of suffering and shame; gleaming; and I love that old cross where the dearest and Whose broad stripes and bright stars, through best the perilous fight, for a world of lost sinners was slain. O'er the ramparts we watched were so gallantly streaming? Refrain: And the rocket's red glare, the bombs bursting So I'll cherish the old rugged cross, in air, till my trophies at last I lay down; Gave proof through the night that our flag was I will cling to the old rugged cross, still there: and exchange it some day for a crown. Oh, say! does that star-spangled banner yet wave O that old rugged cross, so despised by the O'er the land of the free and the home of the world, brave? has a wondrous attraction for me; for the dear Lamb of God left his glory above to bear it to dark Calvary. (Refrain) Take Me Out to the Ballgame Take me out to the ball game, In that old rugged cross, stained with blood so Take me out with the crowd; divine, buy me some peanuts and Cracker Jack, a wondrous beauty I see, I don't care if I never get back. for 'twas on that old cross Jesus suffered and Let me root, root, root for the home team, died, If they don't win, it's a shame. to pardon and sanctify me. For it's one, two, three strikes, you're out, (Refrain) At the old ball game.

Engagement Resource Guide

Sing-A-Long Starters - Holiday

Silent Night Away in a Manger Silent night, holy night Away in a manger, All is calm, all is bright No crib for a bed Round yon Virgin Mother and Child The little Lord Jesus Holy Infant so tender and mild Laid down His sweet head Sleep in heavenly peace Sleep in heavenly peace The stars in the bright sky Looked down where He lay Silent night, holy night! The little Lord Jesus Shepherds quake at the sight Asleep on the hay Glories stream from heaven afar Heavenly hosts sing Alleluia! The cattle are lowing Christ, the Savior is born The Baby awakes Christ, the Savior is born But little Lord Jesus No crying He makes Silent night, holy night Son of God, love's pure light I love Thee, Lord Jesus Radiant beams from Thy holy face Look down from the sky With the dawn of redeeming grace And stay by my cradle Jesus, Lord, at Thy birth 'Til morning is nigh Jesus, Lord, at Thy birth Be near me, Lord Jesus, I ask Thee to stay Close by me forever And love me I pray

Bless all the dear children In Thy tender care And take us to heaven To live with Thee there

Engagement Resource Guide

The First Noel Joy to the World! The first Noel the angel did say Joy to the world! The Lord has come Was to certain poor shepherds in fields as Let earth receive her King! they lay: Let every heart prepare His room In fields where they lay a keeping their sheep And heaven and nature sing On a cold winter's night that was so deep. And heaven and nature sing Noel Noel Noel Noel And heaven, and heaven and nature sing Born is the King of Israel. Joy to the world! the Savior reigns They looked up and saw a star Let men their songs employ Shining in the east beyond them far: While fields and floods And to the earth it gave great light Rocks, hills and plains And so it continued both day and night. Repeat the sounding joy Noel Noel Noel Noel Repeat the sounding joy Born is the King of Israel. Repeat, repeat the sound joy

And by the light of that same star No more let sin and sorrow grow Three wise men came from the country far; Nor thorns infest the ground To seek for a King was their intent, He comes to make And to follow the star wherever it went. His blessings flow Noel, Noel, Noel, Noel, Far as the curse is found Born is the King of Israel. Far as the curse is found Far as, far as the curse is found This star drew nigh to the north-west; O'er Bethlehem it took its rest, He rules the world with truth and grace And there it did both stop and stay, And makes the nations prove Right over the place where Jesus lay. The glories of His righteousness Noel, Noel, Noel, Noel, And wonders of His love Born is the King of Israel. And wonders of is love And wonders and wonders of His love

Engagement Resource Guide

Musical Instrument Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Musical instruments such as drums, shakers, piano, etc. Instructions in the creativity section for making individualized instruments with residents.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each chef as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use the different instruments

Reminiscing Therapy: Who is your favorite musician? What is your favorite genre of music? What is your favorite instrument? Did you ever play an instrument? What was your wedding song? What kind of music did you play for your children? Did your children ever play in the orchestra or band? Is anyone in your family a good singer?

Cognitive Therapy: Name as many instruments as you can. Sort the instruments by size, color, or shape. Talk about the different noises different instruments make. Talk about the techniques involved in playing music such as reading music, rhythm, sound level, etc. Play a song and have residents identify the instruments involved.

Active Therapy: Listen to music and use the musical instruments to go along with the beat. Shake the musical instruments or use a drum to create songs. Use the musical instruments as a form of exercise. Create a bell choir or daily Azura marching band or jam session.

Chore Therapy: Put away musical instruments into appropriate containers, clean the instruments

Creative Therapy: Make jingle bracelets or necklaces by threading jingle bells onto a piece of ribbon and tying end. Use other ideas from Creative Therapy- Music Engagement General

Other Items to Enhance Engagement: Aprons, chef hats, cookbook, recipe cards and holder, aromatic spices, bread maker, etc…

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Engagement Resource Guide

Musical Instrument Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

CD and Record Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Old records, blank CDs or CDs with music for activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each musician as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate.

Reminiscing Therapy: Do you remember your first CD? Your first record? What is your favorite kind of music? Who is your favorite musician? What is your favorite genre of music? Do you have a favorite song? What was your wedding song? Have you ever been to a concert? Who did you see? Do you recognize this record jacket?

Cognitive Therapy: Count the CDs or sort them by color. Name popular bands or singers in each generation. Play a song and have residents identify the name of the song or the artist.

Active Therapy: Stack CDs or records. Listen to the music on the CDs or records and sing and dance along. Provide residents with instruments they can use while listening to the music. Invite residents to dance.

Chore Therapy: Help stack and put away CDs and records

Creative Therapy: Allow residents to sing and dance to the music, video tape and take pictures of the show and give to friends and family. Arts and crafts with CDs and records, instructions on the following sheets.

Other Items to Enhance Engagement: Craft supplies

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Engagement Resource Guide

CD and Record Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Active Therapy

1. Pool Noodles & Beach Ball

2. Smaller Balls: Nerf, Kooshie, Puffer, textured, etc.

3. Rib-It-Ball

4. Parachute

5. Bean Bag Toss Game

6. Basketball Hoop

7. Balloons

Engagement Resource Guide

Exercise Engagement: Ball and Water Noodle

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose and share joy and laughter.

Prep: large plastic ball(s), water noodle(s), music and player, exercise video or planned exercise routine

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement. When used in a group setting, be sure to welcome and introduce each participant as they are brought into the group, taking care to place residents facing non-traffic areas and in a circle or semi-circle with you being the central focus.

Reminiscing Therapy: What type of exercise do you like to do? Have you ever run a marathon or a race? When did you learn to swim? Do you like going to the beach? What are some of things you liked about going to the beach? Have you ever been to the ocean? Where? Did you play any sports?

Cognitive Therapy: What types of exercise or sports can we name? How fast do you think an animal runs. What is the color of this water noodle or do you see on the ball? Have them count off during exercises, “Stretch, 2, 3, 4.” Write questions or actions on the ball, have resident spin and do the exercise their thumb lands on.

Active Therapy: Water noodle use for squeezing, as arm weight, whacking the ball, reaching, throwing, etc… cut in half and use to roll balls down or toy cars down as a slide, tape two ends together to create ring and use as a target. Use the ball for kicking, bouncing, tossing, twirling, etc… Use ball with pins for bowling or with parachute to keep in the air or hang from a string like a piñata, but don’t pop it. Play baseball or golf with the noodle and ball.

Chore Therapy: Help clean ball(s) or noodle(s), or put items away after activities. Gather supplies to take to the beach and put them in a beach bag. Attach a duster to the noodle and have them use it to clean.

Creative Therapy: Decorate the ball or noodles with markers or stickers. Use the noodles as instruments by hitting, blowing or placing your hand over the end to create popping noises. Cut the noodle into small doughnut size pieces and string together for decoration or connect two ends together to form base of holiday wreath and pin/glue decorations to it.

Other Items to Enhance Engagement: Bandanas or sweatbands, markers, stickers, sand, etc…

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Engagement Resource Guide

Exercise Engagement: Ball and Water Noodle, Continued:

Other Ideas:

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Engagement Resource Guide

Exercise Routine Recipe

Warm-Up Head/Neck/Shoulders

1) Lift your head and look straight head 2) Tilt your head down to your chest, now tilt it back and look up at the ceiling 3) Bend your head to the left and now to the right 4) Shrug your shoulders up to your ears and down (Repeat 3 times)

Warm-Up Fingers/Hands and Arms

1) Lift your hands out in front of you and spread your fingers wide 2) Take your hand and make a fist, now open your fingers wide (Repeat 3 - 5 times) 3) Shake your hands out 4) Raise your arms in front of you as far as you can 5) Spread your fingers wide and rotate your hands (repeat 3 times) 6) Spread your arms out to the side and bring together and clap (repeat 3 – 5 times)

Warm-Up Torso 1) In a sitting position, bend forward and then slowly roll-up and back into a sitting position (repeat 3 times)

Warm-Up Legs 1) In a sitting position, extend each leg to as close to straight as possible and then lower slowly (repeat 3 – 5 times) 2) Extend leg at a 45 degree angle and point and flex the toes of the foot like a ballerina

Exercise Enhancers:

 Bean Bags – help with grip strength, eye/hand coordination and can be used to squeeze, bicep curls, torso strength when passed from left to right, balance if used to balance on end of foot or hand, etc…  Water Noodles – help with grip strength, bicep curls, torso strength when passed from left to right, and additional noise to get the blood flowing

Engagement Resource Guide

Ball Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Nerf, kooshie, puffer, or texture balls.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each athlete as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to hold and touch the different balls. Never throw a ball at a resident without gaining eye contact and be very gentle and slow.

Reminiscing Therapy: What is your favorite sport to play? What is your favorite sport to watch? Do you have a favorite football team? What games did you play outside with your children? Have you ever been to a baseball game? Where? Talk about previous experiences playing sports or children playing sports. What is your favorite way to exercise?

Cognitive Therapy: Discuss the texture of the ball. List all of the sports you can think of that use a ball. Sort the balls by size, texture or color. Count the number of balls. Look through a magazine about sports and discuss the images and balls shown. Talk about famous athletes or football, basketball or baseball games or teams.

Active Therapy: Toss and kick the ball back and forth to residents. Throw the ball into a laundry basket or basketball hoop. Squeeze the ball for exercise or stress relief. Play hot potato with the ball. Throw the ball as high as you can and count the seconds it is in the air. Sit in a circle and have residents pass the ball around while singing to music. Hit the ball across the ground using a noodle.

Chore Therapy: Help but the balls back in their bin, find the balls, clean the balls.

Creative Therapy: Have residents choose their favorite sport or sports team and allow them to draw a picture of it on paper or canvas. Have residents make a ball using a sock filled with beans or popcorn seeds and paint or use markers to decorate. Place the balls on the table and allow them to paint or draw what they see. Have residents look at the sports section of the newspaper, cut out pictures or articles and create a collage.

Other Items to Enhance Engagement: Music during exercise, craft items for creative therapy

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Engagement Resource Guide

Ball Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Rib-it-Ball Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, and share joy and laughter.

Prep: Have Rib-it-Ball ready for activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate

Reminiscing Therapy: Have you used a Rib-it-Ball before? What sports have you played? How do you like the exercise? What is your favorite sport to play? What is your favorite sport to watch? What games were your children involved in?

Cognitive Therapy: Have residents name the colors on the ball. Talk about the texture of the ball. List sports that use a ball. Throw the ball and count how many times the ball is caught. Discuss the benefits of exercise. Have residents throw the ball as high as the can and count the seconds it is in the air.

Active Therapy: Use as exercise by having residents bounce the ball, toss the ball, or roll the ball. Play hot potato with the ball and play music. Play tug of war. Kick the ball.

Chore Therapy: Help put away the ball and other items involved in activity.

Creative Therapy: Have residents look through a sports magazine and pick out images that appeal to them. Allow residents to paint their favorite sport on canvas or paper.

Other Items to Enhance Engagement: Music, stretch bands, other types of balls, craft supplies.

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Engagement Resource Guide

Rib-it-Ball Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Parachute Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Parachute or large sheet, balloons, beach balls, or stuffed animals to put on the parachute, and music.

Reminiscing Therapy: What is your favorite type of exercise? Do you like to listen to music while you exercise? What kind of music is your favorite? Have you used a parachute before? When? What sports have you played? What sports do you watch? Did you exercise with your children? Have you ever jumped out of a plane?

Cognitive Therapy: What types of exercises or sports can we name? What colors do you see on the parachute and/or balloons/balls? Count the number of items on the parachute. Have the residents sing along to the music and count in certain exercises. Count the number of triangles on the parachute. Shake the parachute and have residents count to 10 with you.

Active Therapy: Have residents surround the parachute, grab the sides, and kick the parachute underneath to make it look like waves. Play the game popcorn: place balls, balloons, bean bags, or stuffed animals on the parachute. Shake the chute to make them rise like popcorn. Give directions such as: if you’re a boy move the chute, or if your name starts with ‘A’ move the chute, etc. Have residents dance while moving the parachute. Sing songs such as “Itsy Bitsy Spider” and “Row, Row, Row the Boat”. Give directions to move the parachute side to side or up and down.

Chore Therapy: Help fold the parachute and put away items that were on the parachute.

Creative Therapy: If using a sheet for a parachute, spend time decorating a white sheet before use. Use markers and paint to personalize the parachute. Decorate the balloons or balls that will be used on the parachute with markers or stickers.

Other Items to Enhance Engagement: Bandanas or sweatbands, markers, stickers, etc…

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Parachute Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Bean Bag Engagement Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Bean bags of various colors or white bean bags to be drawn on. Supplement with music in accordance with the activity and task of the residents.

Reminiscing Therapy: What outdoor games do you like to play? What are your summer hobbies? Did you play catch with your children? What games did your children like to play outside? What is your favorite sport? What kind of exercise do you like to do? Did you have cookouts or picnics? Did you have a big yard to play in? Did you have a playground nearby? Did you play outdoor games at school?

Cognitive Therapy: List the different types or rules of outdoor games and sports. Name the color of the bean bags, count the bean bags. Discuss with residents what the bean bags can be used for. Use pieces of construction paper that coordinate with the colors of the bean bags and have residents match the bean bags with the correct color square.

Active Therapy: Toss the bean bags back and forth. Play basketball and throw the bean bags into a laundry basket. Have residents throw the bean bag in the air and catch it themselves. Count each catch aloud. Balance the bean bag on a body part such as back of hand, arm, head, etc. and count the seconds that the bean bag has been balanced. Play bean bag music freeze: play music, dance, and toss the bean bags. When the music stops, tell the residents to freeze. Hide the bean bags. Use a Twister game and throw bags at the colors called. Using painters tape, create Tic-Tac-Toe board on the back of the twister board and play Tic-Tac-Toe by tossing the bean bags at specific squares. Could also create a target or baseball diamond too.

Chore Therapy: Help clean up bean bags and other objects involved in the activity.

Creative Therapy: Decorate white bean bags using paint or markers. Make homemade bean bags with socks; decorate white socks with paint or markers. Next, fill the socks with dry beans, lentils or popcorn seeds. Secure the open end of the sock with a strong knot. Have residents identify their favorite sport and paint a picture of it.

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Bean Bag Engagement, Continued:

Other Items to Enhance Engagement: Socks, paint, markers, dry beans/lentils, laundry basket.

Other Ideas:

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Engagement Resource Guide

Basketball Hoop Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Basketball hoop and nerf, koosh, or other balls to be used to throw in the hoop.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each athlete as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate. Never throw a ball at a resident without getting eye contact and calling by name.

Reminiscing Therapy: Have you ever played basketball? Do you enjoy watching basketball? Do you have a favorite basketball team? Did anyone else in your family play basketball? What other sports do you like? Do you have a favorite sport? Are you good at shooting the ball? Dribbling? Did your children play sports? What sports did you play in high school gym? What are some cheers you have heard at a game?

Cognitive Therapy: Count the number of balls and sort them by size and color. Have residents count how many times they shoot the ball into the hoop. Discuss the color and texture of the balls. Talk about different basketball moves. Discuss the objective of a basketball game. Talk about famous basketball players and teams. Create sports cheers

Active Therapy: Have residents try and throw the ball into the hoop. Ask residents to try to make the ball into the hoop three times. Have them count how many times they have gotten the ball in the hoop. Play HORSE with the residents. Dribble the ball or pass the ball while sitting in a circle.

Chore Therapy: Help put away the basketball hoop and balls.

Creative Therapy: Have residents draw a picture of a basketball game. Have them create their own signature move while playing. Allow residents to page through a sports magazine or sports section in the newspaper and create a collage. Rip/cut out pictures to crumble paper and shoot into the hoop. Make pompoms by coloring paper and then rolling the paper into a cylinder, taping the bottom 1/3 securely. Cut slits into the top 2/3 vertical to create fringe for pom-poms.

Other Items to Enhance Engagement: Paper, markers, crayons, paints, tape, etc.

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Engagement Resource Guide

Basketball Hoop Engagement, Continued:

Disinfect items involved in engagement with antibacterial wipes, hot water and soap, or by following manufacturers’ instructions. Launder fabric materials. If making a craft, wash residents’ hands with soap and water.

Other Ideas:

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Engagement Resource Guide

Top Sports Cheers

F-i, f-i, fight, F-i, f-i, fight, Stand them on their heads. Get together, hit them hard. F-i, f-i, fight, Stand them on their feet. Hit ‘em high and hit ‘em low, F-I-G-H-T, Fight! Curwensville High School Come on Tide, Can’t be beat! Let’s Go!

Shift to the left, (1, 2) Shift to the right, We’ve got the go; That’s all right, that’s OK, Come on fellows, We’ve got the get; We didn’t need it anyway Fight, fight, fight! We’ve got the gang That’s got the pep. The go, the get, We’ve got the pep, With a V, with an I The gang, the pep, We’ve got the steam With a V I C Curwensville High School Curwensville High School With a T, with an O Yep, yep, yep! That’s our team! With a TOR With an O, with an R With an ORY Come on, Get that ball. Push em back With a Victory, Victory, Don’t you fumble & don’t Push em back Victory! you fall. Way back…. Just kick it to the left, And pass it to the right. Hit ‘em high! Come on fellows, fight, Hit em again, Harder, harder Hit ‘em high and fight, fight. Hit em again, Harder, harder Hit ’em low, Come on, Curwensville, Leap high, bend low. Let’s go!” Come on, Curwensville, Hey, hey, What do you say? LET’S GO! Push ’em back the other way!

Come on, kids, He did swell. Break that wall, That’s all right Let’s give him Make them fall That’s OK A great big yell! Across the goal line, We didn’t want it anyway. Yea, (first name)! Take that ball. Yea, (last name)! TOUCHDOWN, Yea, (full name)! TOUCHDOWN, TOUCHDOWN! Center, End, Tackle, Guard

Engagement Resource Guide

Balloon Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, and share joy and laughter.

Prep: Various colors of balloons blown up and ready for activity. Ensure no resident has a latex allergy.

Presentation: Approach the resident using the proper techniques and invite them to participate in the engagement. When used in a group setting, be sure to welcome and introduce each participant as they are brought into the group, taking care to place residents facing non-traffic areas and in a circle or semi- circle with you being the central focus.

Reminiscing Therapy: Have you ever been to a party? How do you celebrate your birthday? What was your favorite birthday party? What did you do for your children’s birthdays? Did you have balloons at your parties? Did you ever play with water balloons? What other decorations are at parties? What activities did you do at parties? Did you have balloons at your wedding? Where did you get married?

Cognitive Therapy: Name the colors of the balloons. Count the balloons. Name places that you may see balloons. If tossing the balloon, count how many times it is caught before it touches the ground. Roll a dice; whichever number is face up, have the residents try to keep the balloon in the air for that many hits or seconds. Have them count along as they go.

Active Therapy: Toss the balloon back and forth. See how long you can hit the balloon in the air without it touching the ground. Balance the balloon on an item such as a fly swatter or back of hand and count the seconds. Play basketball with the balloon and try to throw it in a laundry basket. Play tennis with the balloons; use paper plates attached to Popsicle sticks as rackets.

Chore Therapy: Help put away balloons and clean up any other supplies.

Creative Therapy: Decorate the balloon with markers or stickers. Make the balloon into a person by drawing the face with marker. Make personalized tennis rackets by decorating paper plates and attaching them to Popsicle sticks. Dip balloons in paint and use to sponge paint. Place questions, actions, pictures, or reminisce ideas on small pieces of paper and insert into the balloon prior to blowing up. Play pass the balloon and pop one at a time and ask, answer, or do whatever paper states inside. Could also write on outside of balloon. Create a balloon yo-yo or musical instrument (see following sheets for these instructions).

Other Items to Enhance Engagement: Markers, laundry basket, supplies for various crafts, music, prizes for keeping the balloon in the air. -over-

Balloon Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Balloon Yo-Yo Recipe

Supplies: unused balloons, funnel, rice, rubber bands

Step 1: attach a funnel to a balloon and fill it with rice. Allow residents to choose the color balloon for their personal yo-yo.

Step 2: tie the end of the balloon and secure with a rubber band knot.

Step 3: loop rubber bands around the first knotted rubber band until the desired length is reached (4-8 rubber bands)

Step 4: if desired, allow residents to decorate their yo-yo with paint, stickers, or markers

Step 5: use the yo-yo in supplement with exercise, squeeze for a stress reliever, or as an individual activity

Engagement Resource Guide

Balloon Instrument Recipe A fun craft and great supplement to any music activity

Supplies: Empty balloons, empty tin cans, rice, rubber bands, chopsticks (optional)

Step 1: Put a small handful of rice into an empty tin can. Make sure the can has smooth edges

Step 2: Cut off the open end of the balloon and stretch it over the tin can

Step 3: Secure the balloon onto the can with a rubber band

Step 4: Decorate the can with paint, stickers, etc.

Step 5: Shake the can to use as an instrument or play on the edge of the can with chopsticks

Engagement Resource Guide

Creative Therapy 1. General Arts & Crafts

2. Paint & Markers

3. Paper & Coloring Sheets

4. Sculpting

Engagement Resource Guide

Arts & Crafts Engagement: General

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Have familiar craft items ready for activity, including but not limited to crayons, construction paper. Tailor supplies for particular engagement.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement. When used in a group setting, be sure to welcome and introduce each artist as they are brought into the group, taking care to place residents facing non-traffic areas. Try to get the residents as close to the table as possible.

Reminiscing Therapy: Do you like art? What is your favorite kind of art? What crafts did you do as a child or with your children? Did you like going to the art museum? Discuss interesting things you can find at the art museum. Do you have art hanging in your home? Do you paint? Draw? Take photographs? Have you taken art classes? Do you have a favorite color? Have you used crayons or markers before?

Cognitive Therapy: Sort art supplies by color or type. List the different types of art forms, artists, or famous pieces of art. List the supplies that are commonly used in art. Look at different pieces of art in a magazine and talk about likes and dislikes. Walk around the home and talk about the art- types, style, colors, etc. Guess the name of the color and create new names.

Active Therapy: Practice gripping the markers or paintbrushes. Have residents participate in particular art project. Do finger and arm stretches to get ready to color.

Chore Therapy: Assist in cleaning up the art supplies. Help with taking out the supplies and distributing them. Plan and hold an art show with help from residents with setup.

Creative Therapy: Create various crafts depending on the season. Fall- paint dry leaves or pumpkins. Spring- paint with flowers or grass, paint flower pots. Summer- paint with shells or sand, beach scenes, or pots. Winter- marshmallow snowmen, pine cones, ornaments. Use Sharpie markers on wax paper to create what looks like stained glass when placed in the light. Paint a tree and dip q-tips in paint to stamp little dots to resemble leaves. Make paper bag puppets by painting the bag and adding googly eyes. Make homemade wrapping paper by using a large, thick piece of paper and decorate. Create a collage with old buttons.

Other Items to Enhance Engagement: Music, and other craft items depending on activity.

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Engagement Resource Guide

Arts & Crafts Engagement: General, Continued:

Other Ideas:

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Engagement Resource Guide

Arts & Crafts Engagement: Paint & Markers Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Assorted colors of paint and markers, cup(s) of water to clean the brushes, paper towel to clean up, paper plates to hold the paint. Canvas/thick paper to paint on or watercolor paper if needed.

Presentation: Approach the resident using the proper techniques and invite them to participate in the engagement. When used in a group setting, be sure to welcome and introduce each artist as they are brought into the group, taking care to place residents facing non-traffic areas and in a circle or semi-circle with you being the central focus.

Reminiscing Therapy: What is your favorite type of art? Do you have a favorite artist or a favorite piece of art? Do you like realistic or abstract pictures? What is your favorite color? Did you enjoy going to the art museum? What museums have you visited? What is your favorite color? Did you do art with your children? Did you take art classes in school?

Cognitive Therapy: Name the colors of paint or markers and sort by color. Count the number of markers or paint brushes. Sort the paint brushes by size. Discuss the texture of the paint brushes. List as many artists or artwork as you can- see trivia sheet. Talk about different art techniques or skills. Talk about what paint colors you can mix together to make a new color; for example, red and blue make purple. Create new colors and/or names for colors.

Active Therapy: Practice gripping onto the paint brushes and markers. Pour the paint onto a pallet/paper plate. Mix the paint to make new colors. Rinse the paint brushes in a cup of water after using each color. Look at a book of paintings to gather ideas for one’s own drawing/painting. Put an object on the table and have the residents mimic the object in a drawing. Stretch fingers and arms to get ready for creating.

Chore Therapy: Help put away paint, markers, and other craft supplies. Help wash paint brushes or wipe down tables.

Creative Therapy: Paint or draw on a canvas, create a multimedia project by adding cotton balls, construction paper, glitter, or pictures to the canvas. Paint flower pots, pumpkins, or Easter eggs depending on season. Paint large rocks to be placed in the garden. Create a design using painters tape on a canvas. Paint the entire canvas over the painters tape. Once dry, peel off the tape. Paint items such as leaves or pinecones and press on the canvas to create a stamp. Place coins and other items under paper and use crayons or markers to rub the design. Let dry and re-tape and repaint and repeat. See previous page for seasonal ideas. -over-

Engagement Resource Guide

Arts & Crafts Engagement: Paint & Markers, Continued:

Other Items to Enhance Engagement: Glitter, construction paper, cotton balls, photographs, flower pots, pumpkins, Easter eggs, large rocks… tailor to specific art project

Other Ideas:

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Engagement Resource Guide

Calendar of Painting Possibilities:

January - watercolor paint with snow or icicles, paint pictures of snowmen, snowflakes, sleds and cups of hot cocoa

February – paint with chocolate or whipped cream, paint a valentine, hearts, cupids or a box to place candy for a loved one

March – paint with bundles of Mardi Gras beads, paint green shamrocks, rocks, rainbows and green grass scenes

April – paint with tulips or flower petals, paint Easter eggs, baskets, bonnets and spring landscapes

May – paint with lilacs and lilies of the valley, recreate famous paintings from the past or paint a picture of a mother and/or child

June – paint with glue and sand, paint a bucket, beach scene and father’s day party or bbq

July – paint with glue and glitter to make fireworks, paint red, white and blue, a flag, Uncle Sam or a hot dog with extra ketchup

August – paint with ice cream, paint picnic scenes with red checkered cloths and families gathered around

September – paint with new school paints and brushes, paint pictures of Labor Day parties, first days of school, new clothes and shiny shoes

October – paint with and on dried leaves, paint faces pumpkins, white floating ghosts and goblins galore, paint pictures of the moon or the famous painting “Scream”

November – paint with dried grasses and seeds, paint turkeys, feasts, food and families

December – paint ornaments, picture of Santa visits, holly and ivy, presents, wrapping paper, stocking and champagne flutes

Engagement Resource Guide

Top 10 Famous Paintings These are ten of the most famous paintings ever created. It is a personal selection of painting that has really struck a chord with everyone.

1. Mona Lisa - Leonardo Da Vinci Leonardo da Vinci worked on his masterpiece over a period of 20 years. He carried it with him everywhere. The enigmatic smile has captured the imagination of the world. It has been stolen twice and now resides in the Louvre, Paris. When the Mona Lisa visited America in the 1960s, it gained a prominence close to that of the then US president John F Kennedy. Why do people queue up for so many hours to catch a fleeting glimpse? Perhaps because it is very human, but at the same time offering a sensation that there is something beyond. In the world, but looking beyond. Is that not a smile of supreme satisfaction? Everyone will have a different opinion and that is part of the attraction of the painting.

2. The Scream - Edvard Munch A painting that symbolizes the anguish and pain of modern life. It has become one of the most famous pictures of modern times. Somehow it makes me think of Freud and looking at our subconscious. It is famous, but is it good? Why look at the mud in the lily pond, when you can enjoy the lilies on top?

Engagement Resource Guide

3. Creation of Adam - Sistine Chapel by Michelangelo Michelangelo took four years to pain the Sistine chapel. He chose scenes from the Old Testament. This is the moment of God creating Adam. This is just a fraction of the Sistine Chapel. To fully appreciate the scale, splendor and beauty of Michelangelo’s creation, you really have to visit the Vatican.

4. Sunflowers - Vincent Van Gogh The genius of Vincent Van Gogh is captured in this painting of 12 sunflowers. It has become one of the most recognizable of his works.

5. Ceci N'est pas une Pipe - Rene Margritte A classic example of modern surrealist art. This is not a pipe, but the picture is of a pipe. Why is this famous? We don't really know. Somehow it became emblematic of surrealism and the paradox of modern life.

Engagement Resource Guide

6. Poppies in a Field - Claude Monet Claude Monet is one of the great impressionist painters. This wonderful pastoral scene encapsulates the essence of how the impressionists captured the beauty and simplicity of nature. It also captures that pre-industrialist age, which was fast disappearing during Monet's life. It is an evocation of a bye-gone era. It is hard not to feel nostalgic about this scene. Notice also how the humans are but a sideshow to the overall picture.

7. The Last Supper Leonardo Da Vinci Leonardo da Vinci paints one of the most famous scenes in the bible - The last Supper. It is after Christ has said one of the disciples will betray him. This is the ultimate soap opera - the ultimate test of man - who will we serve, God or Mammon. This is why we are fascinated by the scene, how would we have behaved at the table of Jesus Christ?

8. Peace - Picasso The simplicity of this symbol of peace by Pablo Picasso, remains one of the most powerful pieces of art. Art for beauty's sake - art for the cause of world peace.

Engagement Resource Guide

9. The Girl With a Pearl Earring – Jan Vermeer Jan Vermeer painted this iconic portrait (somewhat reminiscent of the Mona Lisa) and is a wonderful example of the Baroque style and the use of light. The age of the girl is deceptively hard to fathom. On the one hand the beautiful lustrous eyes suggest the innocence of childhood. On the other hand, there are touches of a girl on the threshold of womanhood. Beautiful contrasts.

10. Le Moulin de la Gallette - Jean Renoir A leading impressionist, Auguste Renoir captures the buzz and excitement of this outdoor scene in Paris. I think of Paris in the roaring twenties, but Renoir pre- dated this. People having a good time, full of life.

Engagement Resource Guide

Arts & Crafts Engagement: Paper & Coloring Pages

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have construction paper, patterned paper, or adult coloring books that can be purchased from NASCO or Walmart

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each artist as they are brought into the group, taking care to place residents facing non-traffic areas and close to the table. Move around the group to engage all participants and offer them a chance to participate in the craft.

Reminiscing Therapy: What kind of art do you like to do? Do you do any crafts? Do you like to draw or color? Did you ever paint or color with your children? What are your favorite things to draw? What other forms of art did you do with your kids? Have you ever been to an art museum? Did you have a lot of art hanging in your home?

Cognitive Therapy: Discuss the pictures seen on the coloring pages, and talk about what the residents like or dislike about the pictures. Count the number of coloring pages or books. Sort the construction paper by color.

Active Therapy: Have residents look through the coloring pages and allow them to choose their favorite. Allow residents to choose a coloring page they are interested in and color it in using markers, crayons or paint. Rip construction paper, throw like confetti or glue for a collage. Crumple construction paper and toss like a ball. Roll construction paper into a cylinder and tape bottom 1/3. Use a scissor to cut the top 2/3 into strips to create a pom-pom. Cheer to the creators.

Chore Therapy: Help put away the coloring books, paper, crayons and markers. Pick up confetti or sweep.

Creative Therapy: Use cut up pieces of paper to make a multimedia project by gluing them onto a canvas. Make a life story book page by putting photographs on a piece of construction paper and decorating around it.

Other Items to Enhance Engagement: Paint, markers, other craft supplies.

Engagement Resource Guide

Arts & Crafts Engagement: Paper & Coloring Pages, Continued:

Other Ideas:

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Engagement Resource Guide

Arts & Crafts Engagement: Sculpting

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Have play dough or clay ready for activity as well as pipe cleaners, beads, or other objects that may aid in the sculpting.

Reminiscing Therapy: Do you have a favorite sculpture? What sculptures do you remember seeing at museums? What is your favorite kind of art (paintings, drawings, photographs, sculptures, etc.)? Do you have any family members or friends who are artists? What museums have you visited? Have you used clay before? Have you ever made pottery? Did you have any pottery or sculptures in your home? Have you ever used a pottery wheel?

Cognitive Therapy: Name the colors of the clay, list things that you could sculpt with the clay, talk about the texture of the clay. Talk about famous artists or pieces of art. Make shapes with the clay and have residents identify the shapes. Use trivia page to name sculpture/artist reminisce.

Active Therapy: Squeeze, pull apart, or smash the clay as a method of relaxation. Have residents assist in making homemade play dough by mixing together ingredients. Directions for homemade play dough are on the next sheet. Make copies of the following play dough activity pages. Laminate pages or place in page protectors and have residents follow the directions for each page.

Chore Therapy: Help put clay back into proper containers, wash hands, and wipe down tables.

Creative Therapy: Smash the clay flat and make designs in it with objects such as pencils, rulers, or Legos. Roll the clay into little balls and use with toothpicks to create a sculpture. Use cookie cutters to create different shapes out of the clay. Use clay, pipe cleaners, and beads to make a sculpture. Make play dough faces by flattening the clay and adding googly eyes and pipe cleaners. Allow clay to harden and paint.

Other Items to Enhance Engagement: Cookie cutters, pencils, rulers, Legos, googly eyes, paint.

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Engagement Resource Guide

Arts & Crafts Engagement: Sculpting, Continued:

Other Ideas: ______

Engagement Resource Guide

Homemade Play Dough Recipe

Ingredients: 2 ½ cups water 1 ¼ cups salt 1 ½ tbsp. vegetable oil 2 ½ cups flour Food coloring or liquid watercolors

Instructions 1. Mix everything but the food coloring into a large pot until somewhat smooth; it will be lumpy. Have residents assist you in this portion of the recipe. Allow them to measure out ingredients, and mix together in the pot. 2. Cook the dough over a low heat, mix frequently. The water will slowly cook out of the mixture and you will notice it starts to take on a sticky dough appearance. 3. Keep mixing until the edges of the dough along the side and bottom appear dry. 4. Pinch a piece of dough. If it is not gooey, the dough is ready. 5. Place the dough on a counter top or large cutting board, or line a cookie sheet with wax paper or aluminum foil. That can withstand food coloring. Knead the warm dough until it is smooth and then divide it into the number of colors that you would like to make. 6. Flatten each of the balls, add a little food coloring, and knead it in. Residents may assist you in this part of the activity as well. Have them wear gloves so hands don’t get discolored. 7. Store the dough in a large Ziploc bag (double bag) or sealed container. If unused, it will keep for months.

Engagement Resource Guide

Top 10 Statues of the World

1. Statue of Liberty, New York, United States – Located on Liberty Island in Manhattan, the statue was dedicated on October 28, 1886 as a gift to the United States from the people of France. It was given to celebrate the 100 years anniversary of the signing of the United States Declaration of Independence. The statue is an icon of freedom and of the United States: a welcoming signal to immigrants arriving from abroad.

2. Christ the Redeemer, Rio de Janeiro, Brazil – The statue is considered the largest Art Deco statue in the world and the 5th largest statue of Jesus in the world. It is 30 meters (98 ft.) tall, not including its 8 meters (26 ft.) pedestal, and its arms stretch 28 meters (92 ft.) wide. It is located at the peak of the 700-metre (2,300 ft.) Corcovado mountain. The statue has become an icon for Rio de Janeiro and Brazil’s most famous monument. It was constructed between 1926 and 1931

Engagement Resource Guide

3. The Great Sphinx Of Giza, Egypt – Commonly referred to as the Sphinx, it is a limestone statue of a mythical creature with a lion’s body and a human head. It stands on the Giza Plateau on the west bank of the Nile in Giza, Egypt. It is the largest monolith statue in the world, standing 73.5 meters (241 ft.) long, 19.3 meters (63 ft.) wide, and 20.22 m (66.34 ft.) high. It is also the oldest known monumental sculpture, and is commonly believed to have been built by ancient Egyptians around 2558–2532 BC

4. Moai, Easter Island – Monolithic human figures carved by the Rapa Nui people from rock between the years 1250 and 1500. Almost all moai have overly large heads three- eighths the size of the whole statue. The tallest moai erected, called Paro, was almost 10 meters (33 ft) high and weighed 75 tons. The heaviest erected was a shorter but squatter moai weighing 86 tons and one unfinished sculpture, if completed, would have been approximately 21 meters (69 ft.) tall with a weight of about 270 tons

Engagement Resource Guide

5. David Statue, Italy – David is a masterpiece of Renaissance sculpture created between 1501 and 1504, by the Italian artist Michelangelo. It is a 5.17-metre (17.0 ft.) marble statue of a standing male nude. The statue represents the Biblical hero David. The statue is located in the Accademia Gallery in Florence since 1873

6. Olmec colossal heads, Mexico – The Olmec were an ancient Pre-Columbian civilization living in the tropical lowlands of south-central Mexico, in the modern-day states of Veracruz and Tabasco in Mexico. The Olmec civilization flourished roughly from 1400 BC to 400 BC. The most recognized aspect of the Olmec civilization are the enormous helmeted heads. The heads are thought to be portraits of rulers. No two heads are alike and the helmet-like headdresses are adorned with distinctive elements. 17 colossal heads have been found, and they range in size from the tallest at 3.4 m high to the shortest at 1.47 m.

Engagement Resource Guide

7. The Motherland Calls, Volgograd, Russia – The Motherland Calls statue, or simply The Motherland is a statue in Volgograd (formerly known as Stalingrad) commemorating the Battle of Stalingrad. Declared the largest statue in the world in 1967 (85 meters or 279 feet tall), it is the last non-religious statue to be declared the largest; every record holder since has been a Buddhism-related sculpture. Compared with the later higher statues, The Motherland Calls is significantly more complex from an engineering point of view, due to its characteristic posture with a sword raised high in the right hand and the left hand extended in a calling gesture. 200 steps, symbolizing the 200 days of the Battle of Stalingrad lead from the bottom of the hill to the monument

8. The Thinker – A bronze sculpture by Auguste Rodin. The work shows a nude male figure at about life-size sitting on a rock with his chin resting on one hand as though deep in thought, and is often used as an image to represent philosophy. There are about 28 full size castings, in which the figure is about 186 cm (73 in) high, though not all were made during Rodin’s lifetime and under his supervision. Rodin first conceived the figure as part of another work in 1880, but the first of the familiar monumental bronze

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9. The Little Mermaid, Denmark – A bronze statue depicting a mermaid, in Copenhagen, Denmark. Based on the fairy tale of the same name by Hans Christian Andersen, the small and unimposing statue is a Copenhagen icon and has been a major tourist attraction since 1913. It has also become a popular target for defacement by vandals and political activists. The statue sits on a rock in a harbor and has a height of only 1.25 meters (4.1 ft.)

10. The Terrace of the Lions, Delos Island, Greece – The island of Delos is one of the most important mythological, historical and archaeological sites in Greece. Delos had a position as a holy sanctuary for a millennium before Olympian Greek mythology made it the birthplace of Apollo and Artemis. The Terrace of the Lions was dedicated to Apollo by the people of Naxos shortly before 600 BC and had originally 9 to 12 marble guardian lions along the Sacred Way, but only 5 lions survived and there are fragments of 3 others. The originals were moved to the Delos Museum in 1999.

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Cognitive Therapy

1. BINGO 2. Checkers 3. Chess 4. Tic-Tac-Toe 5. Dominos 6. Dice 7. Wooden Building Materials 8. Yahtzee 9. Trivia 10. Cards 11. Puzzles 12. Word Search & Crosswords

Engagement Resource Guide

Bingo Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Bingo boards, chips, snacks, prizes. Consider using bingo boards that have pictures instead of numbers. Use the website: http://www.dltk- cards.com/bingo/bingo1.asp for printable bingo sheets. Follow the instructions to choose various sizes, pictures, etc.

Reminiscing Therapy: Have you ever played to bingo? What sights, scents, and feelings do you remember experiencing? Have you ever won a game of bingo at a bingo hall? What other games do you enjoy playing (blackjack, poker, etc.). What casinos have you attended? Have you visited Las Vegas? Have you ever played a slot machine?

Cognitive Therapy: Count the number of bingo chips. Sort the bingo chips by color. Discuss the pictures on the bingo card and facilitate discussion based on the pictures. Work on hand-eye coordination by stacking the chips. Count the number of BINGO cards. Invite a resident to call the BINGO.

Active Therapy: Play bingo. Explain the rules of the game: place the chip on the object that is called out. When four of your chips are lined up in a row, you may call out Bingo. Articulately say the item that the bingo chip should be placed on and describe the item when appropriate. Walk around to assist residents if needed. Sing and dance to the song B-I-N-G-O. Have residents practice yelling BINGO as loud as they can.

Chore Therapy: Assist in putting out and away the bingo chips and bingo cards.

Creative Therapy: Use small pieces of construction paper as bingo chips and have residents decorate with makers. Use old bingo cards as a background for a scrapbook page. Add paint, markers, and pictures to the top of the bingo card. Play instruments while singing B-I-N-G-O. The link above also has printable bingo markers; print and decorate before playing.

Other Items to Enhance Engagement: Markers, construction paper, printable bingo chips, music, fancy hats or scarves to make the residents feel like they are at a bingo hall.

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BINGO Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

BINGO Instructions

PREPARE: Print out different BINGO cards for each child plus a call sheet. Cut out the call sheet and put the squares into a hat or bowl.

DISTRIBUTE: Hand out one Bingo card to each child (each card should be different).

CALL: The caller should pull out one letter/number combinations or image, describe it and show it to the residents.

WINNING: Once a predetermined pattern is made on a card, the resident with that card calls out BINGO.

PREDETERMINED PATTERNS

BLACKOUT BINGO  All images must be marked to get a BINGO  This is the most common way to play BINGO  This is how we usually play 3x3 grids

LINES BINGO  Must make a horizontal, diagonal OR vertical line to get a BINGO  This is how we usually play 4x4 or 5x5 grids

T's BINGO  Fill the card in the shape of a right-side up, upside down or sideways capital T. For example... fill the center column plus the top row. Sometimes called Turkey BINGO!

U's BINGO  Fill the card in the shape of a right-side up, upside down or sideways U. For example... fill the left and right most columns and the top row.

SQUARES BINGO  Fill the card in the shape of a square (top, left, right and bottom).

Engagement Resource Guide

Checkers Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Checkers board with game pieces.

Presentation: Approach the resident using the proper techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each player as they are brought into the group, taking care to place residents facing non-traffic areas and close to the table. Move around the group to engage all participants and offer them a chance to play the game or watch.

Reminiscing Therapy: What board games to do you like to play? Who taught you to play checkers? Do you play chess? What board games did you play with your children? What is your favorite game? Do you play card games? Have you ever gambled? Have you ever played games at a casino? Where? How often do you like to play games? Do you like to be red or black?

Cognitive Therapy: Discuss the rules of the game. Have residents sort the black chips from the red chips. Talk about strategies of the game and how you win. Count the chips. List as many board games as you can. Have residents count the number of black squares on the board. Set up a tournament for residents, team members and families- great for kids’ involvement.

Active Therapy: Explain the game to the residents and assist them in playing. If more than two residents are playing, split them into teams. Offer coffee or snacks to add to the atmosphere of the game. Have residents stack chips as high as they can. Try to throw or bounce chips into a small basket or glass. Encourage residents to set up game pieces prior to game. Use chips to play table top hockey or glass.

Chore Therapy: Help stack the game chips and put away the board game.

Creative Therapy: Create a checkerboard and trace checkers pieces to make circles. Make a homemade checker board using a large canvas, a ruler and markers. Make checker piece out of black and red felt or construction paper and have residents decorate. Make checker pieces by using old bottle caps and allowing residents to decorate with paint or stickers. Use a placemat to create a board and pill bottle caps or Pringle container tops, or play doh container tops for checker pieces to create an enlarged board.

Other Items to Enhance Engagement: Coffee, markers, crayons, and other items to help with creative therapy.

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Engagement Resource Guide

Checkers Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Checkers Rules

In most games of checkers, there are two players. The players are at opposite ends of the board. One player has dark pieces, and one player has light pieces. They take turns moving their pieces. Players move their pieces diagonally, from one square to another square. When a player jumps over their opponent's (the other player's) piece, he takes that piece from the board.

Pieces The pieces are flat and round. They are referred to as "men". They are usually colored red and white. For this reason, the darker pieces are always called "Red" and the lighter pieces are always called "White." Some checkers sets have red and black pieces. Then the red pieces are called "White" and the black pieces "Red." And many sets simply use black and white draughts. There are two kinds of pieces: plain (single) pieces and "kings". A king is made by putting one plain piece on top of another.

Starting Position Each player starts with 12 pieces on the three rows closest to their own side. The row closest to each player is called the "King Row". The darker color moves first.

How to Move: A player can move in two ways. A piece can be moved forward, diagonally, to the very next dark square. In some variants, if one player's piece, the other player's piece, and an empty square are lined up, then the first player must "jump" the other player's piece. In this case, the first player jumps over the other player's piece onto the empty square and takes the other player's piece off the board. However, this is an uncommon rules not commonly observed in the Americas. A player can also use one piece to make multiple jumps in any one single turn, provided each jump continues to lead immediately into the next jump and in a straight line. Sometimes a player may have the option or a choice of which opponent piece he must jump. In such cases, he may then choose which to jump.

Kings If a player's piece moves into the King Row on the other player's side, it becomes a king. It can move forward and backward. (Regular pieces can only move forward.) A king cannot jump out of the King Row until the next turn. Unlike Regular pieces, Kings can "jump" various empty boxes at a time to capture a regular piece. These "King Jumps" may only occur in diagonally aligned boxes. Neither Kings nor regular pieces may move in any direction that is not diagonal.

How the Game Ends The first player who cannot move loses. So if a player loses all of his pieces, he loses the game. And if he cannot move, he loses (even if he has pieces). A player may also resign (choose to lose). If nobody can lose, the game is a draw.

Engagement Resource Guide

Chess Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Bring chess board out for activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas and close to the table. Move around the group to engage all participants and offer them a chance to play the game.

Reminiscing Therapy: Do you like playing chess? Who taught you to play chess? Did you teach your children to play chess? What other board games do you play? What is your favorite board game? Have your played checkers? Do you know all the names of the chess pieces?

Cognitive Therapy: Count the number of chess pieces. Sort the pieces by type or color. Talk about what each of the chess pieces mean and the role in the game. Talk about the rules of the game and how you win. Discuss the strategies involved in chess. Have residents identify the names of the chess pieces. Set up a chess tournament among residents, team members and families- great for kids.

Active Therapy: Have residents play chess. If more than two residents want to play, split them into teams. Offer the residents’ coffee. Have residents set up the chess board for the game. Assist residents when needed while playing the game, and encourage them during the game.

Chore Therapy: Put away the chess pieces and the chess board.

Creative Therapy: Have residents draw pictures of the chess pieces and trace them. Allow residents to create their own names for the chess pieces. Create a homemade board.

Other Items to Enhance Engagement: Coffee, paints, markers, etc.

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Chess Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Basic Chess Rules

Setting up the board: The board should be set up with the white square in the nearest row on the right, “white on the right”. If this isn’t done the king and queen will be mixed up. Shake hands across the board before the game starts. White always moves first.

Ranks and files: Going from left to right, the vertical rows on the board, called files, are labeled a through h. The horizontal rows, called ranks, are numbered 1 to 8. The 1 is white’s side of the board; 8 is black’s side. This system can be used to show what square a piece is on in a way like the game Battleship. When the board is set up the square a1 will be on the white player’s left side.

Pieces and how they move: In our club, once you move a piece and take your hand off it, you cannot change your move, unless your opponent lets you, which they do not need to do. However, you may touch a piece, consider a move, and put the piece back in its original position, as long as you don’t take your hand off of the piece during the process.

Pawn (P): White pawns start on rank two, black pawns on rank 7. The first time a pawn is moved it can move forward either one or two ranks. It cannot jump over another piece. After it has moved once, whether it has moved up one or two, a pawn can only move one square forward at a time, and it cannot move backward. If a pawn advances to the end rank (8 for white, 1 for black) then it is promoted, which means it is exchanged for any other piece, with the exception of a king or another pawn. No pieces are moved from the chessboard itself; in this way a color can have two (or more!) queens at the same time. The pawn’s “value” is 1.

K Knight (N): Knights move in an L-shaped pattern. A knight moves one square over and two squares up, or two squares over and one square up, one square over and two squares back, etc. as long as the same shape and size of the jump is maintained. The knight is the only piece that can jump over other pieces; it jumps straight to a square without disturbing any of the pieces in between. Knights are generally brought out early, and this is good. The knight’s value is 3.

Bishop (B): The Bishop moves diagonally, any distance along a diagonal, without jumping over any pieces. A bishop that starts on a black square will always be on a black square, so it can only get to half the square on the board. The bishop’s value is 3..

Rook (R): The Rook moves in a straight line in any direction, as many spaces as it likes, without jumping. Rooks shouldn’t usually be used until later in the game, and should almost never be brought out at the beginning, because they will be harassed by pawns and other pieces, wasting time for the player who brought out the rook. This piece might also be lost by being brought out early, which is bad because the rook is valued at 5.

Q Queen (Q): The Queen is the most powerful piece, as it can either move diagonally or in a straight line, which makes it like a bishop and rook put together. The queen cannot move like a knight. When the board is set up the queen always starts on her own color, so the white queen always starts on a white square. The queen is worth 9 points.

King (K): The most important piece on the board is the King. The king can move one and only one space at a time, in any direction (left, right, forward, backward, and diagonally). The capture of the king is the object of the game.

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Capturing, check, and the end of the game

• Capturing: A piece captures an opponent’s piece by moving onto the square occupied by the opponent’s piece. That piece is removed from the board and replaced by the capturing piece. Knights, Bishops, Rooks, Queens, and Kings capture by moving in their normal way. The pawns capture differently, by moving one square diagonally, either to the right or left, onto the piece to capture. They cannot capture by moving straight forward. At no time may more than one piece stay in any square, and pieces cannot capture a piece of the same color.

• Check and Checkmate: When a piece would be able to capture the opposing king on the next turn, the king is said to be in check. The king in danger must get out of check on the next turn, either by moving out of the way, blocking the check with another piece, or by capturing the attacking piece, whatever removes the threat. It is illegal to move your king into check, so, for instance, you can’t move your king next to the opponent’s king. The goal of the game is to put the opposing king in checkmate, which means he is in check and cannot be saved by any of the ways of escaping check. At this time the game is over, with the player whose king cannot escape check losing. The first player to get the opponent’s king wins; if white checkmates black, black has lost, even if the black player could have checkmated white on the next move.

If you see that you are going to lose, you can resign by knocking over your king, gently!. After checkmate or a resignation, shake hands across the board with your opponent and congratulate him or her on a good game.

• Draws: If a king is not in check, but no legal move can be played without putting the king in check, then the game is a stalemate, which is a tie, or draw. This usually happens when a player has only a king left and the other player, with many pieces left, creates a position in which the king cannot move but is not threatened. Another way to draw is if both players move

50 times in a row (a total of 100 moves) without capturing a piece or promoting a pawn. Players may also agree on a draw when they see it coming; to do this, extend your hand over the board, to shake hands, and say, “I offer a draw.” If the opponent shakes your hand, it’s a draw. The opponent does not need to accept! They may think they can win. The last way to draw is through three-time repetition, where the same sequence of moves is repeated three times in a row. This means not only one player’s moves, but both players doing the same thing three times in a row.

Special moves:

• Castling: If both the king and a rook have not been moved yet during the game, there are no pieces between them, and the king is not in check, then the king and rook can move in a special way called castling: the king moves two spaces toward the rook, and the rook moves to the other side of the king, right next to the king. Often, this puts the king in a more protected position, behind some pawns. The king cannot castle out of, through, or into check. He cannot move through a square threatened by an enemy piece.

• Capturing en passant: en passant is a special way a pawn can capture another pawn. It is French for “in passing,” which is helpful to know because the rule applies to a pawn which has just moved up two spaces, skipping over the square threatened by the opponent’s pawn. Here is an example: a black pawn is on b4. The white pawn on c2 has not moved yet. On white’s turn the pawn on c2 is moved to c4, evading capture by the pawn on b4. But the pawn on b4 has the option, for one turn only, of capturing the white c-pawn. The black pawn moves to c3, and the white pawn is taken off the board. If black chooses not to capture immediately, then the chance is lost, and black may not capture en passant at a later time. En passant is always a one-turn chance for a pawn to capture a pawn which has evaded capture by moving up two spaces on its first turn. It does not apply to any other positions and only c oncerns pawns.

Engagement Resource Guide

Tic-Tac-Toe Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Tic-Tac-Toe board

Reminiscing Therapy: Have you played tic-tac-toe? Do you prefer to be x’s or o’s? Did you teach your children how to play? What is your favorite game? When did you play this game? Who taught you to play?

Cognitive Therapy: Have residents count the spaces on the board. Ask residents to explain the rules of the game. Talk about how you win the game. Have them point out various ways or strategies that you could win the game. Set up a tournament for residents, team members, and families to participate.

Active Therapy: Have residents play tic-tac-toe against each other. Explain to residents that you must get three in a row to win. Provide prizes to all participants. Let residents choose if they want to be x’s or o’s. Play bean bag tic-tac-toe by making a board on the back of a Twister board with masking tape and have residents try to throw the bean bags into the squares.

Chore Therapy: Help put away items involved in activity.

Creative Therapy: Have residents make their own game markers by decorating rocks with paint or markers. Allow them to make a tic-tac-toe board with a ruler and markers. Have residents make markers by decorating pieces of construction paper. Play blind tic-tac-toe by not allowing resident to see the board. Use washable markers and play on windows, use a stick and draw in the sand or dip fingers in water and use wetness as a marker on a wooden tic-tac-toe board. Spray shaving cream and smooth on the table. Trace board in cream and have residents use fingers to mark x’s or o’s in the cream board game.

Other Items to Enhance Engagement: Bean bags, masking tape, construction paper, rocks, coffee, etc.

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Engagement Resource Guide

Tic-Tac-Toe Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Dominos Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have dominos ready for activity

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each player as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate in the activity.

Reminiscing Therapy: Do you play dominos? Who taught you to play dominos? What other games do you like to play? What games did you play as a family? Do you play cards? Do you have a lucky number? What was your favorite game to play on a rainy day? Did you play any games alone?

Cognitive Therapy: Give residents a domino and have them count the number of dots on the domino. Give residents a stack of dominos and have them count how many dominos are in the stack. Have residents put the dominos in order. Allow residents to practice their math skills by asking them to add dominos together. Discuss the rules of the game, how to win, and strategies.

Active Therapy: Have residents stack the dominos as high as they can. Let residents build a home or a track with the dominos. Have them try to run the dominos off the table and drop into a container. Play a game of dominos with the residents, pairing them with a partner if necessary. Assist the residents when needed. Explain that they must match dominos with the same number of dots. Offer coffee and snacks to make the atmosphere more comfortable.

Chore Therapy: Help stack, pick up, clean and put away the dominos into their proper container.

Creative Therapy: Create a sculpture using the dominos. Trace the dominos using colored pencils or crayons on a piece of paper, and have them color in the rectangles. Have residents make their own dominos by using a piece of construction paper and drawing on the dots using paint or markers. Use clay or play doh to sculpt and/or paint dominos. Use dominos to create letters or words.

Other Items to Enhance Engagement: Coffee, markers, paint, other craft items.

Engagement Resource Guide

Dominos Engagement, Continued:

Other Ideas:

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Basic Dominoes Game Rules

Starting the Game Place the dominoes face-down on the table and mix them up Each player selects 7 dominoes. Keep you dominoes in front of you but hidden from your opponents.

The player with the highest double (six-six) places that double on the table to start the game. After the first round, the person who won the previous round starts first.

Playing the Game The next player to the left must then place a matching domino next to the first domino. For example, if the first player started the game with the double six, the next player must play a domino that has a six on it. Doubles are placed perpendicular to other dominoes when being played.

The first double played is called the “spinner”. The spinner may be played off of either end as well as its regular sides. The spinner is the only place where it can be played off of 4 ways.

If the player doesn’t have a domino of matching value, they must pick a domino from the “boneyard”. They keep picking up dominoes from the “boneyard” until they get a playable domino. If there is no playable domino then the player must “knock” or pass their turn onto the next player.

Scoring Points may be awarded during the play of the hand by making the exposed ends of the chain total to a multiple of five.

The winner at the end of each hand also scores points for all the remaining unplayed dominoes in the other player’s hands added and rounded to the nearest multiple of five.

End The first player to reach 150 points wins.

Engagement Resource Guide

Dice Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Use large or giant dice for the activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate in activity.

Reminiscing Therapy: Have you played games with dice? What games? Do you play poker? Have you ever been to a casino? Where? Have you been to Las Vegas? What is your favorite game to play? What dice games do you know?

Cognitive Therapy: Count the dice. Have residents count the number of dots that are face up on the dice. Talk about different games that use dice. See following dice games for instructions. Talk about the shape of the dice and the colors on the dice.

Active Therapy: Have residents shake and throw the dice. Create the atmosphere of a casino by giving residents hats, scarves, or other accessories and offering them virgin cocktails. See back for easy recipes. Stack dice and try to pull the bottom one out without it toppling over.

Chore Therapy: Help put away and clean the dice and other items involved in activity.

Creative Therapy: Put the dice in a cup or box and have them make music by shaking the cup. Use a box(s) and have resident paint/color dice onto the sides to create and enlarged pair of dice.

Other Items to Enhance Engagement: Virgin cocktails, dice cup, box(s)

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Engagement Resource Guide

Dice Engagement, Continued:

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Engagement Resource Guide

Dice Game Variations Instructions and One of Five Zilch A simple, fast moving game played with five dice each. This is a game played with 6 dice and as many people as you want. The objective is simply to score more than your Each player in turn rolls their dice and sets aside those opponents. The following is the scoring system: showing their target number. The objective is to roll and set One 5 - 50 points aside all five dice before moving onto their next target One 1 - 100 points number. Target numbers are 1s up to 6s. Once all five dice Three 2's - 200 points show the player's target number they roll all five dice again, Three 3's - 300 points aiming for and setting aside the next number in the Three 4's - 400 points sequence. The winner is the player who rolls all six sets of Three 5's - 500 points five identical numbers (up to 6s). Three 6's - 600 points Three 1's - 1000 points A straight - 1500 points Zilch (none of the above) - 0 points Pig

This is a very simple game that can be played with 2 or more Players throw the dice in alternate turns and whenever they people, but it requires only one single die. The objective of hit a zilch (score 0 points), the turn moves on. As long as the entire game is to be the first person to reach 100 points. they keep getting one of the scoring conditions, their points A person has to keep rolling the die until either of 2 things keep adding up. happens, either he/she rolls a 1, or he/she decides to stop rolling. In case he/she decides to stop rolling then all the After each turn though, one of the dice must be cast aside numbers rolled till now add up to that person's score. But if and 'frozen' by the thrower. When this happens, the 2nd the person gets 1, then nothing is added to the score. Each throw will consist of 5 dice, and this will go on until all 6 dice player gets his/her turn in a sequential manner. are frozen. Keep in mind that as soon as a person throws a

zilch, his turn is over. When all 6 dice have been frozen, the For example, if player A rolls 5 times, and gets the numbers person can add their scores and start over with all 6 dice 3,6,4,3, and 2, then all these are added up and the players again. There is a minimum scoring value that is set before score is 18. Now, if he chooses to stop rolling, the die goes the game starts, and once a person reaches this to player B for his turn. But, if player A wants to continue and requirement, he/she can stop rolling the dice, and the next rolls a 1 in his next turn, then his total score will be 0, and player's turn comes. When a person hits a zilch, they get the turn would pass on to player B. The idea is to not get absolutely no points whatsoever for the entire turn. greedy and to stop rolling when a decent score has been made in each turn.

Engagement Resource Guide

Wooden Building Blocks Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Set of wooden building blocks

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use the building blocks.

Reminiscing Therapy: What have you used wooden building blocks for? Did you play with your children using building blocks? Have you ever built a house? Tell me about your childhood home. What toys did you play with your children or as a child? Do you know anyone who is an architect?

Cognitive Therapy: Ask residents to count the blocks in front of them. Make a pattern with the blocks, then have residents use their own blocks to mimic the pattern. Create a block puzzle by tracing the blocks in various patterns on a piece of paper. Have residents place the blocks in the correct spots on the paper. Tape pieces of paper with numbers on the blocks and have residents put the numbers in order.

Active Therapy: Have residents stack the blocks as high as they can. Allow residents to work together to build a house, barn or other structure out of the building blocks. Ask residents to build a town by making a house, school, hospital, skyscraper, or other types of buildings. Have residents make different shapes with the blocks such as a circle, square, triangle or rectangle.

Chore Therapy: Help stack and put away the blocks. Help pass out blocks to others.

Creative Therapy: Have residents trace the blocks on a piece of canvas and color in the squares. Have residents come up with a creative name for each structure they make with the blocks. Have residents paint or draw their dream home. Look through a home magazine and allow residents to point out things they like. Use the blocks as instruments by hitting them together with popsicle sticks in tune to music or making own music. Paint the blocks.

Other Items to Enhance Engagement: Music, coffee, crafts

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Engagement Resource Guide

Wooden Building Blocks Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Yahtzee Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Yahtzee game

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas and close to the table. Move around the group to engage all participants and offer them a chance to play the game.

Reminiscing Therapy: Have you played Yahtzee before? Where? Did you play with your family? What other games do you enjoy? Do you prefer card games or board games?

Cognitive Therapy: List games that require dice to play. Put the dice face up and have residents count the number of dots. Discuss the rules of the game and how you play and how you win. Talk about the history of Yahtzee- see following rules and trivia page.

Active Therapy: Allow residents to play the game, individually or with teams. When each player rolls the dice, assist them in adding their score or writing it down if needed. Provide prizes to all participants. Have residents practice shaking and rolling the dice prior to the game.

Chore Therapy: Help pass out the dice and playing cards. Help put away the game.

Creative Therapy: Use the completed Yahtzee sheet as a coloring page, allowing residents to decorate on top of it using paint, markers, and other supplies. Make a collage by cutting up the Yathzee board, gluing it on canvas, and tracing the dice on the canvas. Use other art materials as needed.

Other Items to Enhance Engagement: Craft items, beverages and snacks.

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Engagement Resource Guide

Yahtzee Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Yahtzee Rules

Object of the game  The object of Yahtzee is to obtain the highest score from throwing 5 dice.  The game consists of 13 rounds. In each round, you roll the dice and then score the roll in one of 13 categories. You must score once in each category. The score is determined by a different rule for each category.  The game ends once all 13 categories have been scored.

Game Start  To start with, roll all the dice. After rolling you can either score the current roll (see below), or re-roll any or all of the dice.  You may only roll the dice a total of 3 times. After rolling 3 times you must choose a category to score.  You may score the dice at any point in the round, i.e. it doesn't have to be after the 3rd roll.

Scoring To score your combination of 5 dice, you click one of the 13 boxes, or write it on the scorecard (scoresheet). There are two sections to the score table - the Upper Section and the Lower Section.

Once a box has been scored, it cannot be scored again for the rest of the game (except the Yahtzee category), so choose wisely.

Upper Section Scoring If you score in the upper section of the table, your score is the total of the specified die face. So if you roll: 5 - 2 - 5 - 6 - 5 and score in the Fives category, your total for the category would be 15, because there are three fives, which are added together.  If the One, Three or Four Categories were selected for scoring with this roll, you would score a zero.  If placed in the Two or Six category, you would score 2 and 6 respectively.

Bonus: If the total of Upper scores is 63 or more, add a bonus of 35. Note that 63 is the total of three each of 1s, 2s, 3s, 4s, 5s and 6s.

Lower Section Scoring In the lower scores, you score either a set amount, or zero if you don't satisfy the category requirements.

3 and 4 of a kind: For 3 of a kind you must have at least 3 of the same die faces. You score the total of all the dice. For 4 of a kind you would need 4 die faces the same.

Small and Large Straight: A Straight is a sequence of consecutive die faces, where a small straight is 4 consecutive faces, and a large straight 5 consecutive faces. Small straights score 30 and a large 40 points. So if you rolled: 2 - 3 - 2 - 5 – 4 you could score 30 in small straight or 0 in large straight.

Full House: A Full House is where you have 3 of a kind and 2 of a kind. Full houses score 25 points. i.e.: 3 - 3 - 2 - 3 – 2 would score 25 in the Full House category.

First Yahtzee: A Yahtzee is 5 of a kind and scores 50 points, although you may elect NOT to score it as a yahtzee, instead choosing to take it as a top row score and safegaurd you bonus.

Additional Yahtzees: If you roll a second Yahtzee in a game, and you scored your first yahtzee in the Yahtzee box, you would score a further bonus 100 points in the yahtzee box. You must also put this roll into another category, as follows;  If the corresponding Upper section category is not filled then you must score there. ie if you rolled 4 - 4 - 4 - 4 - 4 and the Fours Category is not filled, you must put the score in the Fours category.  If the corresponding Upper section category is filled you may then put the score anywhere on the Upper Section (scoring zero). In 3 of a Kind, 4 of a Kind, and Chance categories you would score the total of the die faces. For the Small Straight, Large Straight, and Full House categories, you would score 30, 40 and 25 points respectively.

Chance: You can roll anything and be able to put it in the Chance category. You score the total of the die faces.

Scratch or Dump scores: You can score any roll in any category at any time, even if the resulting score is zero. Eg, you can take 2-3-3-4-6 in the 5's category. It will score 0. This could be used near the end of a game to lose a poor roll against a difficult-to-get category that you've failed to fill (eg, long straight or yahtzee).

Trivia Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Trivia booklets

Presentation: Approach the resident(s) using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate in the trivia.

Reminiscing Therapy: Have you ever played trivia before? What is your favorite trivia category? Where have you played? Did you play with your family? What other activities did your family do together? What do you like to do on a rainy day? Do you consider yourself to be good at trivia? Do you like watching Jeopardy?

Cognitive Therapy: Talk about the different trivia categories. Quiz residents from the trivia questions. List trivia from supply list and have residents read the name of the books and agree on a category. Sing/hum the Jeopardy theme song.

Active Therapy: Have residents read the trivia questions to the group. Have another resident keep score. Split the residents in the teams to play trivia, or have residents play individually. Give points to whoever answers the question first, and provide hints if needed. Give prizes to all contestants.

Chore Therapy: Help put away the trivia books. Collect empty coffee mugs and bring to the kitchen. Assist in putting away other items involved in activity.

Creative Therapy: Give the residents a category, and allow them to come up with their own trivia questions. Create a score board and question board. Use instruments to create a theme song to your game to celebrate right answers. Create yes/no judges- use a paper plate and popsicle stick, decorate one side with yes and the other side with no. residents vote using the paddles as to if the answer is correct.

Other Items to Enhance Engagement: Beverages and food, prizes, scoring mechanisms, celebration.

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Engagement Resource Guide

Trivia Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Decades of Triva Game

Trivia from the 1950s History 1. Which president of the United States was in office from January 20, 1953 to January 20, 1961? 2. Which disease did Dr. Jonas Salk successfully create a vaccine for in 1952? 3. What was the name of the first satellite launched into orbit by Russia in 1957? 4. Who overthrew Fulgencio Batista in 1959 and became dictator of Cuba?

Music 1. Which famous song sung by Doris Day was introduced in the 1956 Hitchcock thriller, The Man Who Knew Too Much? 2. Which singer had a hit with Sixteen Tons in 1955? 3. Which group had a hit with Twilight Time in 1958? 4. Which smoky-voiced singer sang Too Young in 1951?

Pop Culture 1. Which aspiring rock and roll singer appeared on the Ed Sullivan show in 1956, but could only be shown from the waist up because of his suggestive dance moves? 2. Which rising young star from the movie Rebel Without a Cause died in an automobile accident in 1955? 3. Which television game show first aired in 1956 and is still running today?

1950s Trivia Answers Don't take a look at these answers until you're sure you're finished answering the questions above.

History 1. Dwight D. Eisenhower 2. Polio 3. Sputnik 1 4. Fidel Castro

Music 1. Que Sera, Sera 2. Tennessee Ernie Ford 3. Nat King Cole

Pop Culture 1. Elvis Presley 2. James Dean 3. The Price Is Right

Engagement Resource Guide

Decades of Triva Game

Trivia from the 1960s History 1. Who was the first African American named Supreme Court Justice in 1967? 2. In 1964, Jack Ruby was convicted of murdering which other accused assassin? 3. Israeli forces defeated Arab forces in this extremely short but decisive war that took place in June of 1967. Name it.

Movies 1. Which film won the Oscar for Best Picture in 1960? 2. Which actor won the Oscar for Best Actor for his role in the 1962 film To Kill a Mockingbird? 3. Which film was the highest grossing release of 1963, yet still lost money because it was one of the most expensive films ever made?

Pop Culture 1. Which iconic blonde actress, and rumored lover of President John F. Kennedy, was found dead in her bedroom on August 5, 1962? 2. Which former First Lady married Greek shipping tycoon Aristotle Onassis on October 20, 1968? 3. In which year did the Woodstock Festival take place? 4. Which product did Proctor and Gamble launch in 1966 that revolutionized baby care?

1960s Trivia Answers History 1. Thurgood Marshall 2. Lee Harvey Oswald 3. Six Day War

Movies 1. The Apartment 2. Gregory Peck 3. Cleopatra

Pop Culture 1. Marilyn Monroe 2. Jacqueline Kennedy Onassis 3. 1969 4. Pampers disposable diapers

Engagement Resource Guide

Decades of Triva Game

Trivia from the 1970s Trivia History  Which president resigned in 1974 over the Watergate scandal?  During which Apollo spaceflight did an oxygen tank explode, putting the crew in severe danger even though they managed to survive?  Which Pennsylvania nuclear generating plant suffered a partial meltdown in 1979?

Sports 1. Which Olympic athlete set a record in 1972 by winning seven gold medals? 2. Which racecar driver won the Daytona 500 in 1971? 3. Which athlete was the first to earn a perfect score in the history of Olympic gymnastics?

Pop Culture 1. Which video game system debuted in the 1970s and featured now iconic games like Pong and Pac Man? 2. Which book about a bird on a journey of self-discovery topped the New York Times Best Seller list for 38 weeks in 1970? 3. Which musical genre featuring a driving eight beat spawned a cultural phenomenon that peaked with the 1977 release of the film Saturday Night Fever? 4. Which series of musical cartoon shorts aired on Saturday mornings and taught children lessons about math, grammar, government and more?

1970s Trivia Answers History 1. Richard M. Nixon 2. Apollo 13, 1970 3. Three Mile Island

Sports 1. Mark Spitz 2. Richard Petty 3. Nadia Comaneci, 1976

Pop Culture 1. Atari 2. Jonathan Livingston Seagull 3. Disco 4. School House Rock

Engagement Resource Guide

USA Trivia

In which month is Labor day a national holiday. A: September. Which two mid-Atlantic states have new in their names? Which state lies to the south of Georgia? A: New York & New Jersey. A: Florida. IN which state are the Catskill Mountains? Which ocean is off the Californian coast? A: New York. A: Pacific. The Horseshoe Falls are part of which famous Where is the Guggenheim Museum? Falls? A: New York. A: Niagara.

In which state is Harvard University? Which city is the home of jazz? A: Massachusetts. A: New Orleans.

Which state was called Quinnehtukqut by In which state is the Sun Studio famous for its Native Americans? Elvis recordings? A: Connecticut. A: Tennessee.

What is the other main Boston newspaper Which Gulf lies to the south of Florida? along with the Herald? A: Mexico. A: Globe. What day in November is Veterans Day? A museum in whose memory can be visited at A: 11th. Hyannis? A: John F. Kennedy. Which Mile Island is home to a nuclear power plant? What does the middle A stand for in the AAA? A: Three Mile Island. A: Automobile. Which Island is the smallest state of the Union? Whose birthday do some states celebrate as a A: Rhode Island. national holiday on 21st January? A: Martin Luther King. Which President had a summer retreat at Kennebunkport? If it's noon in Boston, what time is it New York? A: George Bush. A: Noon. Which state takes its name from Alayeska, "great land of the west"? A: Alaska.

Engagement Resource Guide

Card Game Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Have deck(s) of cards and/or poker chips ready for play. Might be a good idea to accompany with coffee and snack for a card party.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement. If done one-on-one sit directly across from resident to visually and verbally cue him/her. Place resident facing a non-traffic area to decrease possibility of distraction. When used in a group setting, be sure to welcome and introduce each player as they are brought to the table, again placing residents facing non-traffic area and close to the table. In addition, place those who need some physical assistance or reminders either closer to you or next to higher functioning residents who can be encouraged to assist them, either directly in front of or at 90 degree angle.

Reminiscing Therapy: What types of card games do you like to play? Who taught you how to play poker, solitaire, checkers, etc..? Does anyone like to gamble or go to the casino? What other games did you like when you were a child? Have you ever been to Las Vegas?

Cognitive Therapy: Play personalized known card games such as solitaire, golf, go fish, blackjack, or war. Play guess the card, by revealing to the group and asking for hints as to what it is. Use cards to ask mathematical questions or like dominos to match values of cards. Use the chips to make patterns or pile and guess amounts. Order the cards by number, suit, or color.

Active Therapy: Stack the cards or chips, shuffle the deck, deal the cards, sort the chips by color, spin the chips, build a card tower. Flick the chips across the table at each other like soccer or hockey. Bounce chips into a basket or glass.

Chore Therapy: Pick up cards (52 card pick up). Order cards by number and suit. Stack chips neatly for clean up. Count chips or cards.

Creative Therapy: Fold cards into airplanes, ornaments or use other paper to make a personalized set of playing cards. Use chips to create a MOSAIC picture, glue for ornamentation, use as a paintbrush or make designs in clay or playdough. Create a card house using playing cards and poker chips

Other Items to Enhance Engagement: Checker board, card holders for arthritic hands, poker board, play money, rummy board etc…fancy hats or necklace beads to dress-up the residents so that they feel like they are at a party. Create a cocktail hour with plastic martini glasses. Add prizes for all who participate. Beer mug and non-alcoholic beverages.

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Engagement Resource Guide

Card Game Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Card Games Concentration/Memory Card Game Object of the Game The object of the game is to collect as many matching pairs as possible. . Setting Up the Game Lay the cards out face down in rows forming a large rectangle on the table or floor. Make sure the cards are not touching each other. They need to be able to be flipped over without disturbing any cards around them. Decide who will go first. Customarily the youngest players starts the game.

Playing the Game The first player chooses a card and turns it over all while being careful not to move any cards around it. The player then selects another card and turns it over. If the two cards are a matching pair for example two sixes then they take the two cards and start their stack. The player who just picked the matching cards goes again.

If the cards are not a match they are turned back over and it is now the next players turn. The next player turns over their first card. If it is a match for one of the cards the previous player turned over then they try to remember where that matching card was and flip it. If they are successful at making a match they place the cards in their stack and choose their next card.

If the first card they turned over was not a match for one previously turned the player selects another card in hopes of making a pair.

If they do not make a match they flip the cards back over and play continues to the next player. Play continues in this fashion until all the cards are played.

A players turn is not over until they are unsuccessfully at matching a pair.

Winning the Game When all the cards have been played the player with the most matching pairs is declared the winner.

Variations To make the game more challenging use the rule that the pairs must not only match in rank, but must also match in color. For example a six of hearts and a six of spades would no longer count as a match, but a six of spades and a six of clubs would

Engagement Resource Guide

Card Games Crazy Eights Card Game Object of the Game The objective is to be the first player to get rid of all of their cards.

Setting Up the Game Shuffle the cards. Deal 5 cards to each player. If there are only two players deal them 7 cards each. The remaining cards are placed in a stack face down. The top card from the stack is placed face up next to the stack, starting the discard pile. This card is the first card played in the game. Play starts with the player to the left of the dealer and continues clockwise. If younger children are playing you can start with the youngest player and then continue clockwise.

Playing the Game The first player looks at their hand and determines whether or not they have a card that matches the rank, suit, or color of the top card on the discard pile. For example, if the top card on the discard pile is a red 7 of clubs the player can play either a red, a 7, or a clubs card. If they do not have a playable card in their hand they draw one from the deck and it becomes the next players turn.

The exception to this is that EIGHTS ARE CRAZY! They can be played on any card of any suit, value, or color and the person who plays the eight gets to decide what the new suit will be.

Winning the Game The first player to get rid of all their cards is the winner and the other players score penalty points based on the cards they have left in their hands. An eight is worth 20. Face cards are worth 10 and all others are worth face value (7 for a 7, 1 for and Ace).

Variations Crazy Eights like so many classic card games have instructions with many variations. These instructions are the ones we use and may be slightly different than yours. If you have a variation or fun twist to the game that you would like to share please contact us so that we may add them.

Engagement Resource Guide

Card Games

Go Fish Card Game Object of the Game: The object of the game is to collect as many matching pairs/sets as possible.

Setting Up the Game: Shuffle the cards thoroughly. Deal 5 cards face down to each player. If playing with only 2 players deal 7 cards to each. Place the remaining cards in a stack face down between the players.

Playing the Game: The player to the left of the dealer starts by asking another player for a specific card. For example, they would ask another player

"Do you have a seven?" The player asking must already hold at least one card of the requested rank, in this case the seven. If the player who was asked has cards of the requested rank they must give all of them to the person who asked for them. That player then gets another turn. They may now ask any player for any rank card as long as they hold at least one card of that rank. If the person asked does not have any of the cards asked for, they will say "Go Fish!" The person who asked then draws a card from the top of the deck. If the card is of the rank asked for they show it to the other players and receive another turn. If it is not a card of the requested rank they keep the card and it is now the turn of the other person.

Winning the Game: Once a player collects a set of all four cards of the same rank, they place them face down on the table. The game continues until a player is out of cards or the stock deck is gone. The player with the most sets is the winner.

War Card Game Objective of the Game: Be the player to capture all the cards.

Setting Up the Game: Shuffle the cards. Deal the cards between the players. Players place their cards in a stack face down.

Playing the Game: Players turn over the top card of their deck and present it for "battle". Cards rank from 2 (lowest) to Ace (highest). Whoever turned over the higher value "captures" the opponents card and adds both cards face down to the bottom of their deck. Both players turn over the next card and play continues.

If both players present cards of equal value they both lay down four cards. The first three cards are placed face down while the fourth is placed face up. The player whose fourth card is the highest captures all ten cards. If the fourth cards are equal the process is repeated until someone wins.

Winning the Game: The player that captures all the cards is the winner.

Variation: To shorten the length of play some people choose to end the game after three battles are won. This may be the option to use when playing with young players.

Engagement Resource Guide

Card Games

Old Maid Card Game Object of the Game The object of the game is to not get caught holding the odd card out.

Setting Up If using a standard 52 card deck remove one queen leaving only 51 cards. Deal the cards clockwise. This is also the direction of play. Some players may end up with more cards than the rest. This is fine and does not affect play.

Playing The Game Once all the cards are dealt the players all look at their cards to match and discard any pairs they have. A pair is two equal cards like two tens or two kings. Suit does not matter.

Once the initial pairs are discarded the dealer begins by offering their cards spread face down to the player to their left. That player selects a card from the dealers hand without seeing it, and adds it to their own hand. If it makes a pair in their hand they discard the pair. The player who just took a card then offers their hand to the next player to the left, and so on.

Winning If you paired up and discarded all of your cards you are safe and are no longer in the game. Eventually all cards will be discarded with the exception of the one queen. The holder of this card loses.

Notes If you are using a deck of cards designed specifically for this game there will be matching pairs with the exception of one. Whoever holds this card in the end is the loser.

Engagement Resource Guide

Puzzle Engagement Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Have puzzles ready for play. Include puzzles with various pictures and sizes to facilitate the power to choose. This activity may be supplemented with music and/or snacks.

Reminiscing Therapy: What types of games do you like to play? Did you ever do puzzles with your family or friends? What types of pictures do you like on your puzzles? Did you ever have a favorite puzzle? Talk about the assortment of puzzles; a lot have pictures of nature or animals, what do they like? What other activities did you do with your family? Did you play cards or other games?

Cognitive Therapy: Ask residents to count the pieces of the puzzle or sort the pieces of the puzzle by color, or shape outside vs. inside. Discuss the image shown on the puzzle and generate conversation based on the image.

Active Therapy: Allow residents to build the puzzle and find puzzle pieces that fit together. Participate in different puzzle making strategies such as finding the end pieces first or the pieces with the same color scheme. Place residents in groups and see who can build their puzzle the fastest. After the puzzle is completed, allow residents to take the puzzle apart. Please note you may need to start a big piece of puzzle and engage residents with hand-over-hand help to gain interest.

Chore Therapy: Help put away the puzzle and any other items involved in the activity. Wipe off table before and after.

Creative Therapy: Have the residents build their own puzzle by decorating a plain white puzzle with markers, paint, glitter, etc. Create a collage using miscellaneous puzzle pieces, pictures, markers, etc. Build a puzzle and preserve it for family and friends by modgepodging the over the surface. Make Christmas ornaments out of puzzle pieces. Find instructions for the puzzle piece ornament on the following page. After residents complete their puzzle, have them paint or draw what they see on canvas or paper. Make a puzzle postcard and sent to resident’s family- see instructions.

Other Items to Enhance Engagement: Music, snacks, markers, paint, glitter, modgepodge, pictures… etc. Tailor to specific activity. -over-

Engagement Resource Guide

Puzzle Engagement, Continued:

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Engagement Resource Guide

Puzzle Christmas Candy Cane Ornament Recipe A fun, engaging holiday craft to make for a gift or to hang up in the home

Supplies: puzzle pieces, paint, craft glue, ribbon, paint brush, scissors

Step 1: paint puzzle pieces. Use approximately 12-15 pieces for the candy cane, alternating between red and white paint

Step 2: the white puzzle pieces will be the base for the candy cane; lay them out in a candy cane shape

Step 3: Glue the red puzzle pieces on top of the white puzzle pieces; be generous with the glue. Once dry, flip the candy cane over and glue where the pieces come together to make it stronger

Step 4: cut one piece of ribbon, about 8-10 inches long

Step 5: take your piece of ribbon, fold it in half, and glue the ends to the top back of your candy cane. This will be your loop for hanging the ornament

Engagement Resource Guide

Word Search & Crossword Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Use book of word search or crossword puzzles

Presentation: Approach the resident using the proper techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas and in a circle or semi-circle with you being the central focus. Move around the group to engage all participants and offer them a chance to participate.

Reminiscing Therapy: Have you done a word search before? Have you done a cross word? What other word games have you played? Do you prefer word searches or crosswords? Did you play crosswords in the Sunday paper? Did you teach your children how to do word searches and crosswords?

Cognitive Therapy: Discuss how to do a word search or crossword. Say the alphabet together. Name some of the letters seen on the word search. Assist residents in finding words. Discuss the topic of the word search or crossword puzzle.

Active Therapy: Have residents complete a word search or crossword. If needed, pair up residents to work on the word search or crossword together. Allow residents to page through the books and choose a puzzle they are interested in. Call out a letter and have residents mark everywhere they find the letter on the word search puzzle using a highlighter.

Chore Therapy: Help put away the word search and crossword puzzles and throw away the ones that have been used.

Creative Therapy: Use a completed crossword or word search to use in a multimedia project by cutting it up, gluing it to a canvas or paper, and coloring and painting over it. Have residents make their own crossword for different occasions. For example, write ‘Christmas’ vertically and have them come up with a word of phrase for each letter. Use attached sheet for a holiday crossword.

Other Items to Enhance Engagement: Paint, markers, coffee, highlighters, newspaper.

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Engagement Resource Guide

Word Search & Crossword Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Answer Key: Across: 1. Wreath, 2. Fold, 3. Ho, 4. Happy Down: 1. Wish, 5. Elf, 6. Holly, 7. Oh

Engagement Resource Guide

Reminiscence Therapy 1. General Reminisce Basket 2. Dress-up & Hats: Cowboy hat, sailor hat, ties, scarves, jewelry, etc… 3. Chore = Floor Sweeper 4. Laundry Basket: socks, ties, etc… 5. Spa: Nail file, nail polish, remover, lotion, etc… 6. Cooking Basket 7. Fishing Basket 8. Farming Basket 9. Childhood Toys 10. Baby Doll & Doll Basket 11. Gardening Basket 12. Teacher Basket 13. Wedding Basket 14. Sewing Basket

Engagement Resource Guide

Reminisce Basket Engagement: General

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: have a basket filled with items of the past that would be nostalgic for residents. Old books, records, dolls, postcards, baseball glove, etc.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group offering different choices, elements of the engagement and supports.

Reminiscing Therapy: What was your favorite vacation? What kind of music do you like? Who is your favorite musician? What is your favorite movie? What are some of your favorite books? What was your favorite toy as a child? What sports did you like to play? What is your favorite season? Why? What is your favorite meal to cook for your family?

Cognitive Therapy: Sort through the items in the basket and discuss their meaning. Include photographs of old presidents or celebrities and see if the residents can identify the people in the photos. Play an old song and have residents identify the artist or name of the song. Talk about old, popular movies. Have residents discuss the colors or textures of items in the basket.

Active Therapy: Listen and dance to music that would have been popular while the residents were growing up. Have old hats, jewelry, or scarves in the basket and have residents try on the items. Have residents choose one of the books from the basket they would like you to read aloud. Look through an old magazine and discuss images.

Chore Therapy: Help put the items back into the basket.

Creative Therapy: Create a scrapbook page using photos of the resident’s family, markers, paint, etc. Trace some of the items that are in the basket and have residents color in the image. Set out of a few of the items and allow residents to paint a picture of the items. Or, let residents choose the item they want to draw.

Other Items to Enhance Engagement: Music, clothing that would have been popular during that time.

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Engagement Resource Guide

Reminisce Basket Engagement: General, Continued:

Other Ideas:

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Engagement Resource Guide

Dress-up Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Gloves, scarves, hats, jewelry, ties, and other items that you can use to dress up the residents.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to try on the different clothing items.

Reminiscing Therapy: What is your favorite accessory? Do you like to wear ties? What is your favorite tie? Do you like to wear scarves? Do you have a favorite hat? Do you wear sunglasses? How often do you wear gloves? What kind of jewelry do you wear? Do you have a favorite item of jewelry? What did you wear to church? What is your favorite clothing style? What do you get dressed up for? How do you tie a tie?

Cognitive Therapy: Sort the clothes by colors or styles. Discuss the different kinds of jewelry. Feel the texture of different clothing items and talk about how they feel. Talk about the different colors of the clothing. Try to identify what the items are made from- cotton, silk, pearls, etc.

Active Therapy: Have residents choose a few of their favorite accessories and try them on. Have them assist others in putting on their accessories. Allow residents to pose for the camera and have their picture taken. Fold the items of clothing. Look through a fashion magazine and identify favorite styles or pieces

Chore Therapy: Help fold and put away the clothing items and accessories.

Creative Therapy: Print out the pictures of the residents in their outfits and have them glue their picture to a canvas or paper. Have them paint around the picture and give it to their families. Have residents pick their favorite accessory and have them draw or paint a picture of it. Use popsicle sticks to create a frame for the picture and decorate with paint. Or glue pictures from magazines to it and wrap yarn around the sticks.

Other Items to Enhance Engagement: Camera, printed pictures, other craft items, fashion magazines.

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Engagement Resource Guide

Dress-up Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Craft Stick Photo Frame Recipe

Supplies Needed: Craft sticks or Popsicle sticks, Cardboard, White glue or hot glue gun, Poster paint, Paint brush, Scissors, Pencil, Ruler, Photo, Magnet or string (Optional) and things to decorate your photo frame with: buttons, sequins, felt, craft foam,

Steps to Success 1. The basic craft stick photo frame would need a minimum of 4 craft sticks - one stick for each side of the frame. 2. you'd like to make the sides of the frame wider, put two craft sticks together on each side. 3. You can also go beyond the square frame and add more craft sticks to come up with a unique design. You may cut some craft sticks if you need shorter pieces. Just make sure to ask for an adult's help when cutting the wooden craft sticks. 4. Once you have decided on your frame's final shape, paint each craft stick with the color scheme that you have in mind. You can use a single color for the entire frame or color each craft stick differently for a multi- colored frame. *If it works better for you, you can do this painting step after you have glued all the craft sticks together. 5. When the paint has dried, glue the painted craft sticks together with white glue or with a hot glue gun. 6. Decorate your photo frame as you please. You may paint patterns or little designs on it, glue on some sequins, buttons, paper, fabric or felt cut-outs, or draw some designs with puffy paint or glitter glue. Allow the frame to dry completely. 7. To make a backing board, trace the outer outline of your frame onto cardboard. 8. Draw a slightly smaller square inside the outer outline. The idea is to make a backing board that is slightly smaller than your craft stick frame. 9. ut out the board along the inner outline. 10. Glue this board at the back of your craft stick frame. 11. Cut out your photo to a size that fits well on your frame. Glue the photo at the center of your frame. 12. Ways to use your awesome craft stick picture frame include:  Use your picture frame as is. Position it on a table with its back leaning against the wall.  As show on the photo, cut out a rectangular stand from thick cardboard or corrugated board. Bend it on one of its shorter edges to make a tab and glue this tab at the back of your picture frame.  Make a magnetic photo frame by attaching 1 or 2 small magnets at the back of the frame using a hot glue gun.  Hang your photo frame with a string. Cut out a length of string and glue one end each at the top corner of the frame.

Engagement Resource Guide

Puzzle Postcard Recipe

Supplies: camera, photo paper, computer and printer, glue, construction paper, pen/marker, scissors, pencil, envelop and stamp

Steps for Success

1. Take picture of resident

2. Develop or print picture

3. Glue picture to construction paper

4. Help resident write message to family on back of the attached construction paper

5. Help resident draw faint puzzle piece outlines with pencil on construction paper

6. Cut out pieces, being sure to stick to pencil lines

7. Place with note from Azura in an envelope, address, stamp and send to resident's family

Engagement Resource Guide

Chore Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Floor sweeper bought from NASCO/Walmart. Can also use a broom, mop or Swiffer.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance.

Reminiscing Therapy: Did you help your parents clean when you were a child? Were you required to do chores? What chores did you help with? Did you have your children help you with chores? Did you give them an allowance? Did you have a least favorite chore? Did you have a chore you didn’t mind doing? Did you get an allowance?

Cognitive Therapy: Talk about all of the rooms of the house and list the chores that are done in each room. Talk about items that you need in order to clean. Talk about the texture of the handle. Have residents identify the colors on the sweeper. List different cleaning supplies and products. Have residents read the writing on the sweeper.

Active Therapy: Put on music and have residents push the sweeper while listening to the music. Let residents take turns pushing the sweeper. While one resident is sweeping, have other residents participate in chores such as folding laundry or dusting Sprinkle paper or cereal on the ground and have residents sweep up.

Chore Therapy: Help empty and put away sweeper in the proper closet. Other chores to consider them helping with: baking; cleaning up after meals and/or activities; dusting; cutting up, mixing, scooping, etc…food for meals and/or snacks (be sure they are properly gloved); laundry – collecting cloths, folding cloths, putting cloths on hangers and putting cloths away; making bed and fluffing pillows; separating or sorting items like utensils, clothes pins, hangers, etc…; setting tables for meals; vacuuming, sweeping or moping and washing dishes.

Creative Therapy: Have residents sing and dance to music while they clean. Hide treats, stickers, or pennies around the home for residents to find while dusting or sweeping. Turn a sock into a dust mitt. Turn a bucket or box into a personalized cleaning caddy. Use permanent marker to write the residents name on it and have them decorate it. Store cleaning supplies such as a sponge, dust rag or roll of paper towels inside.

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Engagement Resource Guide

Floor Sweeper Engagement, Continued:

Other Items to Enhance Engagement: Music, coffee, craft items.

Other Ideas:

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Engagement Resource Guide

Laundry Basket Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Laundry basket, towels, clothes, socks, clothes pins.

Reminiscing Therapy: What is your favorite and least favorite chore? What is your favorite article of clothing? When did you start doing your own laundry? Who did the laundry in your household? Who taught you how to do laundry? What clothes do you wear in the winter or summer? Growing up, did your mom or you do laundry by hand? Did your children have chores? What did they do? Did you have any animals you had to clean up after? Have you ever used a wash board or wash ringer?

Cognitive Therapy: What types of clothes can we name? Explain the steps of doing a load of laundry. What clothes do you put in the dryer and what do you let dry on the clothes line? Sort the laundry by whites and colors. Count the number of towels or the number of socks. Sort clothes pins by color or type. Sort and fold socks. Talk about what clothes you wear in the summer and what you wear in the winter or what different chores you have to do during different seasons.

Active Therapy: Fold the laundry and put in the laundry basket. Sort pairs of socks and fold them together. Hang clothes on clothes pins and then put on a clothes line. Put pillow cases on pillows. Use the laundry basket as a hoop to throw a ball or clothes into it, or tilt it on the side and use it for golf. Hit a ball into the laundry basket with a noodle.

Chore Therapy: Help put the clothes pins back in their place, put clothes back into the laundry basket or a residents dresser or closet.

Creative Therapy: Place the laundry basket upside down the give the residents a plate of straws and pipe cleaners. Have the residents place the pipe cleaners and straws through the holes in the laundry basket to work on hand-eye coordination. Have them name the colors of the straws/pipe cleaners as well. Have the residents decorate the laundry basket using crepe paper, pipe cleaners, construction paper etc. and use the basket to hold books, balls, or as a reminiscent basket. Use old socks and fill with popcorn seeds or beans to use as a ball that could be tossed in the laundry basket. Have residents decorate the sock ball with paint or markers. Decorate clothes pins with paint or markers.

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Engagement Resource Guide

Laundry Basket Engagement, Continued:

Other Items to Enhance Engagement: Pillows and pillow cases, clothes line, straws, pipe cleaners, crepe paper, construction paper, tape

Other Ideas:

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Engagement Resource Guide

Spa Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Items such as lotion, nail polish, small towels and oils can be found at the Dollar Tree and used in activity.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate. Individually, make sure resident is at the table.

Reminiscing Therapy: Have you ever been to a spa? Have you ever gotten a massage, facial, manicure or pedicure? Do you ever paint your nails yourself? What is your favorite part about a spa? What is your favorite color to have on your nails? Do you like your nails short or long?

Cognitive Therapy: Describe the sights, sounds and smells associated with a spa. Sort the nail polish by color or brand, favorite or least favorite. Have the residents count the number of nailpolishes. Allow residents to smell the lotion and identify the smell.

Active Therapy: Put the towel under warm water and put over residents hands or feet. Soak hands and feet in a bowl of warm water and bath soap. Rub the resident’s hands or feet with massage oil or lotion. Paint the resident’s nails and have them choose the color. Put on soothing music for the residents to relax white being pampered. Give and have them give you a hand or shoulder massage.

Chore Therapy: Help fold the towels, put away the nail polish, pour out the buckets of water, or wash hands.

Creative Therapy: Print out a picture of a hand and have residents use the nail polish to paint the nails in the picture. Have residents draw a picture of somewhere they like to go or something they like to do to relax. Page through a travel magazine or health magazine and make a collage of relaxing images.

Other Items to Enhance Engagement: Relaxing music, art supplies, magazines.

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Engagement Resource Guide

Spa Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Cooking Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: measuring cups, measuring spoons, bowl(s), pan(s), wet and dry ingredients, spoons, rolling pin, etc…you choose the items that will work for your specific engagement.

Reminiscing Therapy: What is your favorite food? Do you have something you love to cook? What type of cookie, cake etc… do you like to make or eat? How do you measure ingredients – hand or spoon? Talk about meals on holidays such as Christmas or Thanksgiving. Discuss the cost of staple food items such as milk, eggs, or bread and the change in cost. What is the worst meal you ever made or ate?

Cognitive Therapy: Ask residents to recite favorite recipes or read selected recipe. Discuss different ingredients and how they were made (flour – wheat is grown, milled, etc…). Review cooking conversion rates – how many teaspoons go into a tablespoon. What are the names of the different utensils and what is their use.

Active Therapy: Allow residents to use the utensils or their hands to mix ingredients, roll out dough, etc… Also, engage their senses by allowing them to taste and smell the ingredients. Use measuring utensils to measure different ingredients or just water (colored water is fun) or to determine how much of something is in a bowl or container.

Chore Therapy: Help clean utensils. Stack the measuring utensils from largest to smallest and put them away. Collect dirty dishes and wipe down the table.

Creative Therapy: Decorate the utensils, aprons, hats with paints, markers, etc… Create cookies, cakes, etc… to eat or to give to family, neighbors, referral sources or to sell at a bake sale as a fundraiser. Use utensils as paint brushes, sculpting tools in clay or play dough and as instruments in a kitchen band.

Other Items to Enhance Engagement: Aprons, chef hats, cookbook, recipe cards and holder, aromatic spices, bread maker, etc…

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Engagement Resource Guide

Cooking Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Kitchen Conversion Chart

Meat Cooking Temperature Guidelines Liquid Measurement Equivalents 145˚ beef, pork, lamb & veal 1 teaspoon 1/3 Tablespoon (minimum steaks, chops, and roasts 1 Tbsp 1/2 fl oz 3 tsp internal 1 Tbsp 1 fl oz 1/8 c./6 tsp temp) 1/4 c 2 fl oz 4 Tbsp 160˚ ground meats including: 1/3 c 2 2/3 fl oz 5 Tbsp + 1 tsp beef, pork, lamb, veal

1/2 c 4 fl oz 8 Tbsp 2/3 c 5 1/3 fl oz 10 Tbsp + 2 tsp 165˚ all poultry 3/4 c 6 fl oz 12 Tbsp Use a meat thermometer and let meat 7/8 c 7 fl oz 14 Tbsp rest for at least 3 minutes before cut- 1 c 8 fl oz/ 1/2 16 Tbsp ting. Based on USDA guidelines. pint 2 c 16 fl oz/1 pint 32 Tbsp Miscellaneous Measurements 4 c 32 fl oz/2 pints 1 quart Dash/Pinch < 1/8 tsp 8 pints 4 quarts 1 gallon Splash 1-5 drops 1 liter 1.075 quarts 1 gallon 128 fl oz Scant just barely, slightly less than

Heaping filled over the top Dry Measurement Equivalents Level even with top, filled and leveled 1 ounce 28.35 grams with a straight edge. 2 oz 55 g

3 oz 85 g 4 oz 1/4 pound 125 g Temperature Conversion 8 oz 1/2 lb 240 g F to C C to F 12 oz 3/4 lb 375 g 16 oz 1 lb 454 g Subtract 32 Multiply by 9 Multiply by 5 Divide by 5 32 oz 2 lb 907 g Divide by 9 Add 32 1 kilogram 2.2 lb 1000 g

Engagement Resource Guide

Cooking Trivia

Q: What company first condensed soup in 1898? Q: What falling fruit supposedly inspired Isaac A: Campbell's. Newton to write the laws of gravity? A: An Apple. Q: What nutty legume accounts for one sixth of the world's vegetable oil production? Q: What method of preserving food did the Incas A: The peanut. first use, on potatoes? A: Freeze-drying. Q: What country saw the cultivation of the first potato, in 200 A.D.? Q: What deli sandwich topped Dateline NBC's list A: South America. for total fat content - a Reuben, BLT or tuna salad with mayo? Q: What type of lettuce was called Crisphead until A: Tuna salad with mayo. the 1920s? A: Iceberg lettuce. Q: What drupaceous fruit were Hawaiian women once forbidden by law to eat? Q: What tree gives us prunes? A: The coconut. A: The plum tree. Q: What hit the market alongside spinach as the Q: What type of chocolate was first developed for first frozen veggies? public consumption in Vevey, Switzerland in 1875? A: Peas. A: Milk Chocolate. Q: How many sizes of chicken eggs does the Q: What added ingredient keeps confectioners' USDA recognize, including peewee? sugar from clumping? A: Six. A: Corn starch. Q: What's the only fish that produces real caviar, Q: What edible comes in crimmini, morel, oyster according to the FDA? and wood ear varieties? A: Sturgeon. A: Mushrooms. Q: What type of egg will yield 11 and one-half Q: What newly-imported substance caused the first average-size omelettes? major outbreak of tooth decay in Europe, in A: An Ostrich egg. the1500's? A: Sugar. Q: What's the groundnut better known as? A: The peanut. Q: What ingredient in fresh milk is eventually devoured by bacteria, causing the sour taste? Q: What sticky sweetener was traditionally used A: Lactose. as an antiseptic ointment for cuts and burns? A: Honey.

Engagement Resource Guide

Fishing Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have fishing box from NASCO ready for activity, or create your own using fishing wire, rod, net, and other fishing items

Presentation: Approach the resident using the proper techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each fisherman as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use the different fishing items.

Reminiscing Therapy: Do you know how to fish? Who taught you how to fish? Did your dad fish? What is your favorite kind of fish? What kind of fish have you caught? How big was the fish? What kind of lure do you use? What is your favorite kind of fish to eat? Where have you gone fishing?

Cognitive Therapy: Have residents talk about each of the fishing items and what they are used for. Talk about different places you can fish. Name as many fish as you can. Discuss the different fish that you would find in a lake or an ocean. Talk about what you can use to bait fish.

Active Therapy: Practice reeling the fishing pole. Put Swedish Fish or fake fish in a bowl of water, and allow residents to use a net to scoop them out.

Chore Therapy: Help put fishing items back in box. Help put away craft items and other items involved in the activity.

Creative Therapy: Have residents paint a picture of a fish on canvas or paper. Make a fish using an old cd and decorating it with paint, gems, markers, etc. Add construction paper on the top and bottom for fins and on the sides for a mouth and tail.

Other Items to Enhance Engagement: Craft items, etc.

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Engagement Resource Guide

Fishing Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Engagements for Men Recipe

 Provide a glass or bottle of non-alcoholic beer or a non-alcoholic mixed drink (Berg Special Dry Martini: 1 part apple juice, 1 part ginger ale and 2 olives – put in festive glass)  Cooking on the grill – have residents help or supervise all grilling activities, reminiscing preparing food, beverages and grilling area, wearing a grilling apron and hat, etc…  Golf Club – set up a small golf area inside or outside of the home and help resident put into holes or cups, reminisce about past golf trips, share pictures, compare golf balls and clubs, invite a local gold course in for a visit to share stories, tips and provide rides in a cart, take an outing to a golf club and play a round, take the cart for a spin or put on the putting green,  Newspaper Current Events/Sports Discussion – engage the residents about different events written in the paper and/or recent sports scores, rankings, etc… personalize to favorite topics and Teams of the residents  Occupational Reminiscing – engage residents about their work life, uniforms or work clothing they wore, lunch they ate, trips they took for work, specifics as to what they did, length of time at the job, title and first jobs  Watch the Game – especially great if you have fans of the same or opposing team(s), but tune into the games and engage the residents in watching and discussing the game, find out what their favorite game time snacks are and have them help make them and provide them for a special treat during this time. Dress up the residents in the Team colors too!  Hobby Help – engage the residents in discussions of what their past hobbies were and find ways to allow the resident engage in this past time again. If it is woodworking, have the resident sand wood or make wooden model, provide them with a board and instruct to attach different hooks, knobs, hinges, etc… If the hobby was flying, get a magazine on airplanes or a pilot’s hat, make a model of an airplane and drink a cup of coffee while studying for a pilots test together.  Card/Gambling Party – play a hand of poker or a game of war with the residents, bet cookies on a horse or NASCAR race on TV. Discuss cards, different games and utilize the Card Engagement found within the Games section of this Resource Guide.  Tackle box with fishing gear and fishing poles, go out into the yard and cast away or beter yet take a trip to the local accessible pier and catch a few!

Engagement Resource Guide

Fintastic Fun Fish Trivia

Q. Where does the word “fish” come from? Q. What do you call a scientist who studies fish? A. The Latin word piscis became the Germanic word fisch, which became the Old A. An ichthyologist. English word fisc, which became today’s word, fish. Q. What Hollywood blockbuster sold the most DVDs and videos in one day? Q. How much of the Earth’s fresh water is underground? A. Finding Nemo, sales of 8 million DVDs and videos. A. 98.5% Q. How many species of fish exist on Earth? Q. Do sharks have scales? A. More than 24,000. A. No, their skin is covered with dermal denticles, or “skin teeth.” Q. When and where were Goldfish first bred?

Q. Do you think your fish can hear? A. In China during the 11th century, from the occasional colorful specimen found among A. Yes, but they don’t have ears that open to carp bred for food. the outside. Sound waves are picked up through a fish’s body. Q. Fish live in water, of course …but how much of a fish IS water? Q. When and where did the first public aquarium open? A. 70%.

A. 1853, in Regents Park in London, Q. There are how many different types of England. catfish?

Q. What do you call the whiskers on catfish A. More than 2,000. and other bottom dwellers? Q. Freshwater tropical fish are most active A. Barbels. and most healthy at what water temperature?

A. 76-80 degrees Fahrenheit.

Engagement Resource Guide

Fishing Wisconsin: Name that Fish Game

Do you know your Wisconsin fishes? Wisconsin is home to more than 160 different fish species. The fish species below are most commonly caught by Wisconsin anglers.

Engagement Resource Guide

Fishing Wisconsin: Name that Fish - Answers

Do you know your Wisconsin fishes? Wisconsin is home to more than 160 different fish species. The fish species below are most commonly caught by Wisconsin anglers.

Largemouth bass Black crappie Bluegill

Catfish Lake sturgeon Musky

Bullheads Northern pike Walleye

Yellow perch Pumpkinseed Salmon and trout

White bass Rock bass Smallmouth bass

Engagement Resource Guide

Farming Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Use NASCO farmers bin or one that was created.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each participant as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to touch and use the various items in the bin.

Reminiscing Therapy: Did you live on a farm growing up? What did you do to help on the farm? Have you ever milked a cow? What is your favorite farm animal? Have you ridden a horse before? Where? What was it like? Do you like milk from the cow vs. the store?

Cognitive Therapy: Name animals that you can find on the farm. Talk about what is needed to maintain a farm. Talk about each of the items in the kit, what it is, the use, the colors, textures, etc… Name the types of tractors, cows, houses, feed, etc…

Active Therapy: Allow residents to sort through the items in the box. Have residents page through the books in the box, take turns reading aloud.

Chore Therapy: Help put the items back into the bin and put away any additional items involved in activity.

Creative Therapy: Have residents draw or paint their favorite farm animals. Make farm noises. Come up with personalized names for farm animals- Mandy Moo Cow. Make ice cream- see instructions. Plant corn.

Other Items to Enhance Engagement: Paint, markers, other craft items.

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Engagement Resource Guide

Farmer Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Homemade Ice Cream in a Bag Recipe

Prep Time: 5 minutes

Forget endlessly cranking the handle of an ice-cream maker. After combining the ingredients, each kid can simply shake up his or her own pouch of soft serve -- and it's done in just 5 minutes. What you'll need

 Ice cubes (enough to fill each gallon-size bag about half full)  1 cup half and half  1/2 cup salt (The bigger the granules, the better. Kosher or rock salt works best, but table salt is fine.)  2 tablespoons sugar  1/2 teaspoon vanilla extract  1 pint-size Ziploc bag  1 gallon-size Ziploc bag  Your favorite mixings such as chocolate chips, cereal pieces, or fresh fruit.

Serves 1 How to make it

1. Combine the sugar, half and half, and vanilla extract in the pint-size bag and seal it tightly.

2. Place the salt and ice in the gallon-size bag, then place the sealed smaller bag inside as well. Seal the larger bag. Now shake the bags until the mixture hardens (about 5 minutes). Feel the small bag to determine when it's done.

3. Take the smaller bag out of the larger one, add mix-ins, and eat the ice cream right out of the bag. Easy cleanup too!

Engagement Resource Guide

Fun Farm Facts

 Mature turkeys have more than 3,500 feathers.  There are 47 different breeds of sheep in the U.S.  Pork is the most widely eaten meat in the world.  The average person consumes 584 pounds of dairy products a year.  160 degrees Fahrenheit is the correct cooking temperature to ensure safe and savory ground beef.  Elevators in the Statue of Liberty use a soybean-based hydraulic fluid.  Like snowflakes, no two cows have exactly the same pattern of spots.  The longest recorded flight of a chicken is 13 seconds.  Twenty-nine cuts of beef meet government guidelines for lean.  The average dairy cow produces seven gallons of milk a day, 2,100 pounds of milk a month, and 46,000 glasses of milk a year.  Turkeys originated in North and Central America, and evidence indicates that they have been around for more than 10 million years.  Agriculture employs more than 24 million American workers (17% of the total U.S. work force).  Today's American farmer feeds about 155 people worldwide. In 1960, that number was 25.8.  Raising beef cattle is the single largest segment of American agriculture.  One pound of wool can make 10 miles of yarn. There are 150 yards (450 feet) of wool yarn in a baseball.  Soybeans are an important ingredient for the production of crayons. In fact, one acre of soybeans can produce 82,368 crayons.  The heaviest turkey ever raised weighed 86 pounds, about the size of an average third- grader.  Cows are herbivores, so they only have teeth on the bottom.  There are 350 squirts in a gallon of milk.  Cows must give birth to a calf in order to produce milk.

Engagement Resource Guide

Childhood Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Use the childhood bin purchased from NASCO or use one that has been created with items relevant to the residents’ childhood.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use touch and discuss the items in the bin

Reminiscing Therapy: What was your favorite toy when you were a child? Did you play jacks? Did you or your children play with marbles? Do you remember using a kaleidoscope? What was your favorite toy to play with on a rainy day? What were your favorite games to play outside? Did you have a favorite nursery rhyme?

Cognitive Therapy: Sort through the items in the box and discuss each of the items, what it is, what it is used for, the memories associated with it, etc. Talk about the colors, textures, and shapes of the items in the basket.

Active Therapy: Play some of the games in the basket, such as marbles or jacks. Have residents take turns looking in the kaleidoscope and explaining what they see. Allow residents to page through some of the books in the basket, or take turns reading the book aloud. Play the card game old maid with the residents. Allow residents to throw the airplane in the box in an open area. Take turns seeing who can throw the plane the farthest.

Chore Therapy: Help stack and put away items involved in activity.

Creative Therapy: Allow residents to make their own paper airplane and guide them along the way. Allow them to decorate the plane with markers, stickers, etc. and then have a contest to see whose plane flies the farthest. Recite nursery rhymes- see following page.

Other Items to Enhance Engagement: Craft items, etc.

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Engagement Resource Guide

Childhood Engagement, Continued:

Other ideas:

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Engagement Resource Guide

Nursery Rhymes

Its fleece was white as snow. Rub-a-Dub-Dub And everywhere that Mary went Three men in a tub, The lamb was sure to go. And who do you think they be? It followed her to school one day, The butcher, the baker, the candlestick Which was against the rule. maker, It made the children laugh and play And all of them gone to sea. To see a lamb at school.

Star light, star bright, Do you know the muffin man? First star I see tonight, The muffin man, the muffin man. I wish I may, I wish I might, Do you know the muffin man, Have the wish I wish tonight Who lives on Drury Lane?

This little piggy went to market, There was an old woman This little piggy stayed home, Who lived in a shoe This little piggy had roast beef, She had so many children This little piggy had none, She didn’t know what to do, This little piggy cried WEE, WEE, WEE, She game them some broth All the way home! Without any bread She gave them all kisses And sent them to bed. Wee Willie Winkie Runs through the town, Upstairs and downstairs Rain, rain, In his nightgown. Go away, Rapping at the window Come again And crying through the lock, Another day. “Are the children all in bed? All the children want to play. For now its 8 o’ clock?

Engagement Resource Guide

Baby and Child Engagement

Purpose: To engage the person in an opportunity to care for and nurture others.

Prep: Make sure the doll is dressed and clean. Wrap it in a baby blanket if available. Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each athlete as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to hold and touch the different balls. Never throw a ball at a resident without gaining eye contact and be very gentle and slow.

Presentation: Cradle the doll in your arms as if you were carrying a real baby, rock it back and forth, and talk to it. Approach the person, bend down and place the baby right in front of them so they can see it clearly ask “Will you hold my baby for me? Look how cute he is…” etc.

If appropriate lay the baby in the person’s arms, observe person’s tone of voice and interaction with the doll to make sure they enjoy the opportunity. If the person isn’t interested they will refuse the doll or give it back.

Reminiscing Therapy: What do you think the baby’s name is? Tell me about your children/grandchildren… Watch a video featuring children or listen to a clip of a child laughing and discuss what might be happening. What toys did your children enjoy playing with?

Cognitive Therapy: Name as many baby clothes, toys, and baby foods that you can. List baby names starting with A, then B, then C, and so on.

Active Therapy: Cuddle and nurture, stroke hands or feet, dress/undress, hug and place on shoulder. Play “patty cake” with the baby. Teach the baby the ABC’s.

Chore Therapy: Dress/undress, feed, wash, sing to, change and clean up after. Make and taste test baby food. Sort and fold baby clothes.

Creativity Therapy: Take prints of the feet, fingers etc... create baby announcements, paint or color a picture of a child, create a baby book. Sing a lullaby to the baby.

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Engagement Resource Guide

Baby and Child Engagement, Continued:

Other Items to Enhance Engagement: Reminisce diaper bag with baby clothes, diapers, bottle, brush, book, wash cloth and other baby items inside; cradle, bassinet or highchair. Paper, stamping supplies, paints or other coloring supplies. Video or audio recording. Fruits, blender, spoon and a dish.

Other Ideas:

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Engagement Resource Guide

Gardening Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: pot(s) for plants, real or artificial plants or flowers, dirt or Styrofoam base

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each gardener as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group offering different choices, elements of the engagement and supports.

Reminiscing Therapy: Did you have garden? What did you grow in your garden? Do you like to grow flowers or vegetables? What is your favorite flower or vegetable? When you smell, taste or touch this; what does it remind you of? What is your favorite color flower? What vegetables do you use for cooking?

Cognitive Therapy: Use the “Name Game” to name all of the things that start with the letter G in the garden, then move on to A in the word garden and so on until you have used all of the letters in the word GARDEN. Name all of the type of flowers that come up in the Spring or green vegetables. Count how many seeds are in a seed packet or the number of petals on a flower. Say “does he/she love me” rhyme

Active Therapy: Allow residents to dig in the dirt, to arrange flowers and to water plants. Have them use their senses to engage with the plants and flowers. Track height of flower or vegetables on a grow stick. Have them sort seed packets or unknot a hose. Look through a gardening book or magazine and discuss the images.

Chore Therapy: Water plants. Put away soil and un-used pots. Clean gardening tools

Creative Therapy: Decorate the pots (use glow paint and they will glow at night), aprons, gloves, floppy hats, etc…with paint, markers etc…paint with the flowers, make corsages or bouquets, cake decorations, jewelry push pins, pressed flowers, create centerpieces for the house, family and referral sources. Make floral wreaths for walkers, canes and hair.

Other Items to Enhance Engagement: Apron, floppy hat, vases, digging utensils, paint, markers, glue, etc…

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Engagement Resource Guide

Gardening Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Teacher Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: use NASCO teacher kit or make a kit using common school supplies such as markers, crayons, notebook, construction paper, paint, pencils, etc.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each teacher as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate.

Reminiscing Therapy: For residents who were teachers, ask what grade, subjects, and schools they taught in. Who was your favorite teacher? Did you enjoy school? What high school did you go to? Did you attend college? What was your favorite subject? What sports were you involved in at school? Did you take art classes?

Cognitive Therapy: Spend time talking about the school supplies and what they are used for. Ask simple math problems such as 2 + 2 and have residents write the answer in the notebook or a chalkboard. Talk about the different colors of the items in the basket.

Active Therapy: Elect a resident to be a ‘teacher’ and have them teach a subject of their choosing to the ‘class’. Or, you may be the teacher and teach a subject to the residents. Use a chalkboard or whiteboard to write questions on it and have residents raise their hand to answer. Have residents look at a variety of drawings and allow them to give it a grade A-F.

Chore Therapy: Help put the items back into the basket, wipe down tables, etc.

Creative Therapy: Work with residents to create a lesson plan for students. Have residents give you suggestions and you can write them down on a large poster board. Then, allow residents to decorate the board. Allow residents to write their own poem or short story, and assist them in writing or coming up with ideas when needed. Allow residents to take turns writing or drawing on the chalkboard or whiteboard.

Other Items to Enhance Engagement: School items

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Engagement Resource Guide

Teacher Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Wedding Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Wedding basket purchased from NASCO or created items

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group offering different choices, elements of the engagement and supports.

Reminiscing Therapy: How did you get engaged? Where? How old were you when you got married? Where did you get married? Where did you meet your spouse? Did you have a honeymoon? Where did you go? Where did you buy your first home? What was your wedding song? What kind of flowers did you have in your wedding? What did your wedding ring look like? How many people did you have at your wedding? How many children did you have with your spouse? Tell me about your wedding.

Cognitive Therapy: Discuss all areas of a wedding that need to be organized. Talk about items in the basket and what they are used for. Discuss the textures and colors of the items in the basket. List different venues that a person could have a wedding or reception. Repeat the wedding vows.

Active Therapy: Sort through the items in the basket. Allow residents to look back on their own wedding pictures and discuss the day. Take flowers from the garden or artificial flowers to make a bouquet for a wedding. Take a ride in a horse drawn carriage or limo. Practice walking down the aisle or waltzing. Wear veil/bowtie. Throw rice, blow bubbles, eat wedding cake.

Chore Therapy: Help put away the objects in the basket

Creative Therapy: Have residents draw a wedding scene. Create a scrapbook page using copies of the residents wedding pictures, gluing to a piece of canvas and allowing residents to decorate around the picture. Use flowers to create a bouquet. Create a wedding invitation. Make a wedding cake. Make a “just married” sign.

Other Items to Enhance Engagement: Canvas, paint, markers, coffee, other craft items.

Engagement Resource Guide

Wedding Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Standard Wedding Vow

We are gathered here to unite these two hearts in the bonds of holy matrimony which is an honorable estate. Into this, these two now come to be joined. If anyone present can show just and legal cause why they may not be joined, let them speak now or forever hold their peace. Who gives this woman/man to this woman/man?

(First Person), will you have this woman/man as your lawful wedded partner, to live together in the estate of matrimony? Will you love him/her, honor him/her, comfort him/her, and keep him/her in sickness and in health; forsaking all others, be true to him/her as long as you both shall live? (I do).

(Second Person), will you have this man/woman as your lawful wedded partner, to live together in the estate of matrimony? Will you love him/her, honor him/her, comfort him/her, and keep him/her in sickness and in health; forsaking all others, be true to him/her as long as you both shall live? (I do).

THE RING Behold the symbol of wedlock. The perfect circle of love, the unbroken union of these souls united here today. May you both remain faithful to this symbol of true love.

Please join hands and repeat after me (first person, while placing ring on proper fingers).

I,(name)take (name), as my wedded partner, to have and to hold from this day forward, for better or for worse, for richer or for poorer, in sickness and in health, to love and to cherish, till death do us part.

I,(name), take (name),as my wedded partner, to have and to hold from this day forward, for better or for worse, for richer or for poorer, in sickness and in health, to love and to cherish, till death do us part.

For as much as (name) and (name) and have consented together in wedlock, and have witnessed the same before this company of friends and family, and have given and pledged their promises to each other, and have declared the same by giving and receiving a ring, and by joining hands.

By the authority vested in me by (name of state or country), I pronounce this couple to be united in marriage. You may kiss the bride!

Engagement Resource Guide

Love Song Trivia

In 1972, who took his Burning Love into the What was the first single to be No 1 for 14 weeks? charts? A: I Will Always Love you. A: Elvis Presley. What song was the second Number 1 hit for the In 1988 what British singer had a hit tune "Groovy Doors? Kind of Love"? A: Hello I Love You. A: Phil Collins. What song took over from as number 1 following What three words came just before "land that I Whitney Houston's I Will Always Love You? love" in the 1938 Irving Berlin song? A: A Whole New World. A: God bless America. What line comes right before "I've got love in my Who was performing the song Love Sick at a tummy"? Grammy Awards when it was crashed by a A: Yummy yummy yummy. dancing wacko? A: Bob Dylan. What superstar had an early 90s hit with I will Always Love You? In 1994, who scored his first platinum album since A: Whitney Houston. 1978 with "The Icon Is Love" ? A: Barry White. What was the name of the band that sang I Want to Know What Love Is? I Don't Know How To Love Him comes from what A: Foreigner. show? A: Jesus Christ Superstar. Who sang Saving All My Love For You? A: Whitney Houston. The Beatles' All You Need Is Love from the 60s began with what? What was Mariah Carey's first British top ten hit? A: The French National Anthem. A: Vision Of Love.

Who had a number one hit with When A Man Which superstar singer had a 1980 hit with Woman Loves A Woman? In Love? A: Michael Bolton. A: Barbra Streisand.

What was the title of the Eagles' first number one Who made the charts with an old Supremes song, single? You Can't Hurry Love? A: Best Of My Love. A: Phil Collins.

What was Bon Jovi's first number one hit? Paul Mauriat had a big 60s instrumental hit. What A: You Give Love A Bad Name. was it? A: Love is Blue.

Engagement Resource Guide

Sewing Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Sewing kit including scissors, thread, buttons, fabric, measuring tape, etc.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to participate in the activity.

Reminiscing Therapy: Do you know how to sew? Who taught you to sew? Did you mother or grandmother sew clothes for you? What clothing or household items did you sew? Do you know how to knit or crochet? What is your favorite item of clothing? Have you ever sewn a quilt? How long did it take? What type was it?

Cognitive Therapy: Count the buttons, have residents sort the buttons and thread by color or identify the colors. Talk about each of the items in the kit and discuss what they are used for. List items that can be sewn. On muffin liners, write the numbers 1, 2, 3, etc... Have residents put the correct number of buttons in each liner or use colors.

Active Therapy: Unroll measuring tape and use the tape to measure a piece of fabric. Have residents cut the fabric in the desired pattern. Allow residents to also measure the thread and cut in desired location. Bring out a fashion magazine for residents to look through and identity what items of clothing they like.

Chore Therapy: Help put away buttons, thread, and other items involved in activity.

Creative Therapy: Make a multimedia project by gluing the buttons, piece of fabric, and thread to a piece of canvas or paper. Add paint, markers, or crayons if desired. Take an old piece of clothing and allow residents to ‘fix’ by cutting the fabric, adding paint, markers, feathers, etc… Patch socks or make sock puppets.

Other Items to Enhance Engagement: Fashion magazines, paint, markers, feathers, etc.

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Engagement Resource Guide

Sewing Engagement, Continued:

Other Ideas:

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4. Sensory Room or Sensory Station

5. Aromatherapy

Engagement Resource Guide

Gel Pad Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, and share joy and laughter.

Prep: Gel pad purchased from NASCO

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to use the gel pad(s).

Reminiscing Therapy: Have you seen a gel pad before? What have you used one for? How do you relax? What things are calming for you to touch?

Cognitive Therapy: Discuss the colors of the pad. Have residents talk about the texture of the pad. Have residents identify the shape of the pad. Have residents examine and stroke the pad and the texture as a way to relax and as a method of distraction.

Active Therapy: Allow residents to massage the gel pad. Have residents use their finger strength to move the ball throughout the maze. For the large pad, allow residents to move the stars in the gel. Allow residents to rest their arms on the pad; gel surface relieves pressure on arms and elbows. Pass around the pad to allow all residents to use.

Chore Therapy: Help put away the gel pad

Creative Therapy: Have residents paint or draw a picture of something that makes them relax. Allow residents to make their own stress ball by filling a sock with dry beans or popcorn seeds, securing at the end, and having them decorate the outside with paint. Use music to help soothe and help resident to use fingers to dance to the music or smooth the gel to the music.

Other Items to Enhance Engagement: Socks, popcorn seeds or bens, markers, etc. -over-

Engagement Resource Guide

Gel Pad Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Stuffed Animal Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have a variety of stuffed animals ready for activity

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to play with the stuffed animals.

Reminiscing Therapy: What is your favorite animal? Have you had any pets? What kind? Have you been to the zoo? Where? What is your favorite animal to see at the zoo? Are you a cat or dog person? Did you have a favorite stuffed animal growing up? Did your children? What was its name?

Cognitive Therapy: Count the number of stuffed animals. Identify what kind of animal it is. Talk about where you would see these particular animals. Go through the alphabet and have residents name animals that start with the letter A, B, C…etc.

Active Therapy: Allow residents to hold the animal and pet the animal. Spend time looking outside the window to see what animals can be seen (great to have bird feeders up). Cuddle and nurture or hug and place animal on shoulder. Comb the stuffed animal’s hair with a brush or hands. Toss the stuffed animals in a game of catch. Play hot potato with stuffed animals. Practice hugging the animals.

Chore Therapy: Help put away the stuffed animals or pass them out to residents.

Creative Therapy: Allow residents to paint or draw their favorite animal. Put a stuffed animal on the table and allow residents to draw what they see. Have residents name the stuffed animals. Make cloth or paper clothes for the animals, shirt, bowtie, etc…

Other Items to Enhance Engagement: Paint, markers, other craft supplies.

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Engagement Resource Guide

Stuffed Animal Engagement, Continued:

Other Ideas: ______

Engagement Resource Guide

Bubbles Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Bubbles

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each person as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to blow the bubbles

Reminiscing Therapy: Do you remember blowing bubbles? Did your children blow bubbles in the summertime? Do you like taking bubble baths?

Cognitive Therapy: Count the bubbles as you or another resident blows them. Count how many seconds a bubble floats before it pops. Talk about the colors seen on the bubble container. What is the recipe for homemade bubbles? Talk about the rainbow found in the bubble.

Active Therapy: Allow residents to hold the stick and blow the bubbles into the air. Blow bubbles in the air and try to pop them before they hit the ground. Have residents blow as many bubbles as they can in 5 seconds and count how many bubbles are blown.

Chore Therapy: Help put away the bubbles and other items involved in activity. Wipe off surfaces where bubbles have landed

Creative Therapy: Take pictures of the residents blowing bubbles, print them, and allow residents to create a scrapbook page or postcard using them. Create bubble art, instructions attached. Make homemade bubbles and bubble wands. Draw pictures of bubbles.

Other Items to Enhance Engagement: Aprons, chef hats, cookbook, recipe cards and holder, aromatic spices, bread maker, etc… -over-

Engagement Resource Guide

Bubbles Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Bubble Art Recipe This project is messy, so do it outside or in a room prepared with newspaper or a tarp.

You will need: Bowls for bubble solution Washable Bubble solution Tempera paints in multiple colors Paper for your art

Instructions: 1. Set out one bowl for each color of paint you will use. 2. Pour one cup of solution into each bowl, then add a teaspoon of tempera paint to each. 3. Stir. 4. Select a color and have a resident blow a bubble toward another person 5. Their job is to "catch" the bubble, so it pops on the paper. 6. The bursting bubble creates a unique splatter. 7. Layer colors to make cool patterns. 8. Switch roles and have fun seeing what designs you can create.

Engagement Resource Guide

Sensory Room or Sensory Station Engagement Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: have items that trigger the senses ready for use on a table. Use items that have strong smells, textures, visuals, sounds, and tastes.

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group offering different choices, elements of the engagement and supports.

Reminiscing Therapy: What is your favorite smell, texture, sound, or flavor? Facilitate discussion based on the items on the table. Did you or anyone in your family knit or sew warm blankets? What foods do you like and dislike? What kind of visuals do you like to see outside? What things make loud noises? Quiet noises? What sounds are comforting? What does this sound, smell, feel like or remind you of?

Cognitive Therapy: Have residents smell various items and identify what they smell. Identify colors that they see on the table. Allow them to sample items such as a banana, pudding, or juice and have them describe the flavor and texture. Play music, sounds of animals, or sounds you would hear outside and allow them to identify what they are hearing. List the different smells you may find outside in the various seasons. Describe what smells can come from a kitchen. Discuss items that may have different textures; what items have a soft texture? Rough? Slimy? What food has a sweet taste? Salty? Sour?

Active Therapy: Allow residents to pick up the items on the table and feel the texture. Use a blanket, sandpaper, play dough…etc. Make the sound of different animals and have residents repeat back to you. Look through a National Geographic magazine and discuss the images that are seen. Use an empty muffin tin and an assortment of buttons to allow residents to put the buttons in the muffin tin and sort by color or size. Place rice in a bin and hide small items in the rice/sand/snow. Allow residents to search through the mixture to find the items.

Chore Therapy: Help put away items involved in the activity.

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Engagement Resource Guide

Sensory Station Engagement, Continued:

Creative Therapy: Create a collage using items of different textures such as sandpaper, construction paper, magazines, and cotton balls. Take pictures from a magazine that they enjoy visually and use those for a collage. Use paint and markers to draw their favorite food, scenery, texture, smell, or sound. Have an Easter sensory station using empty egg cartons, plastic eggs, Easter grass, colored pompoms, and paint. Allow residents to fill the eggs with the pompoms, sort according to color, or paint the egg carton.

Other Items to Enhance Engagement: Art supplies

Other Ideas:

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Engagement Resource Guide

Reading Therapy

1. Poetry and Rhyme Reading 2. Picture Books 3. Devotional & Bible 4. Magazine & Newspaper

Engagement Resource Guide

Poetry and Rhyme Reading Engagement

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Books with rhymes or poems, particularly poems that residents were familiar with growing up. Or you may use individual poems printed on sheets of paper. April is National Poetry Month!

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement. When used in a group setting, be sure to welcome and introduce each participant as they are brought into the group, taking care to place residents facing non- traffic areas and in a circle or semi-circle with you being the central focus.

Reminiscing Therapy: What types of poems do you like to read (nature, love, etc…)? What is your favorite book? What is your favorite poem or rhyme? What books or poems did you like to read to your children? Do you have a favorite author? Do you read magazines? Have you been to a poetry reading? What is your favorite genre of book? Do you read often?

Cognitive Therapy: Ask residents to come up with words that rhyme; say things such as “name things that rhyme with…” Count the number of books or have them sort the books by size or color. List famous authors or books. After reading a poem, discuss the meaning of the poem, the characters, or the setting. Count the number of lines or stanzas in a poem.

Active Therapy: Take turns reading the rhymes and poems aloud. Have residents repeat the rhymes back to you or with you. Tape common words (adjectives, nouns, and verbs) to Legos and have residents stack the Legos to form their own verse. Let residents page through the books and pick out a passage for you to read, or allow them to read it to the group. Create actions or clap rhythms to go along with the poem.

Chore Therapy: Have residents assist in putting away the books.

Creative Therapy: Assist residents in writing their own poem or rhyme. Create a topic based on an upcoming holiday, season, etc. Start the sentences for them and have them fill in the rest. There are a few templates for poems on the following pages. Have a familiar poem written on a canvas and allow residents to decorate around the poem using paint, markers, glitter, etc... Use a microphone and hold an open mic night, talent show or poetry slam.

Other Items to Enhance Engagement: Paint, markers, glitter, etc…

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Engagement Resource Guide

Poetry and Rhyme Reading Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Top Poems Excerpts of All Time from Beowulf (c.900 AD) 'Hope' is the thing with feathers Transl. Seamus Heaney Emily Dickinson (1830- 1886) It was like the misery endured by an old man “Hope” is the thing with feathers - Who has lived to see his son’s body That perches in the soul - Swing on the gallows. He begins to keen And sings the tune without the words - And weep for his boy, watching the raven And never stops - at all - Gloat where he hangs; he can be of no help. The wisdom of age is worthless to him. And sweetest - in the Gale - is heard - Morning after morning, he wakes to remember And sore must be the storm - That his child is gone; he has no interest That could abash the little Bird In living on until another heir That kept so many warm - Is born in the hall… Alone with his longing, he lies down on his bed I’ve heard it in the chillest land - And sings a lament; everything seems too large, And on the strangest Sea - The steadings and the fields.[...] Yet - never - in Extremity, It asked a crumb - of me. from They Flee from Me Thomas Wyatt (1503 - 1542) Ozymandias They flee from me that sometime did me seek Percy Bysshe Shelley (1792 - 1822) With naked foot, stalking in my chamber. I met a traveler from an antique land I have seen them gentle, tame, and meek, Who said: “Two vast and trunkless legs of stone That now are wild and do not remember Stand in the desert. Near them on the sand, That sometime they put themself in danger Half sunk, a shattered visage lies, whose frown To take bread at my hand; and now they range, And wrinkled lip and sneer of cold command Busily seeking with a continual change.[...] Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, from Tithonus The hand that mocked them and the heart that fed. Alfred Lord Tennyson (1809 - 1892) And on the pedestal these words appear: The woods decay, the woods decay and fall, `My name is Ozymandias, King of Kings: The vapours weep their burthen to the ground, Look on my works, ye mighty, and despair!' Man comes and tills the field and lies beneath, Nothing beside remains. Round the decay And after many a summer dies the swan. Of that colossal wreck, boundless and bare, Me only cruel immortality The lone and level sands stretch far away”. Consumes: I wither slowly in thine arms, Here at the quiet limit of the world, A white-hair'd shadow roaming like a dream The ever-silent spaces of the East, Far-folded mists, and gleaming halls of morn.[...]

Engagement Resource Guide

Remember from I Know Why the Caged Bird Sings Christina Rossetti (1830 - 1894) Maya Angelou (1928 - ) Remember me when I am gone away, The free bird leaps Gone far away into the silent land; on the back of the wind When you can no more hold me by the hand, and floats downstream Nor I half turn to go yet turning stay. till the current ends Remember me when no more day by day and dips his wings You tell me of our future that you planned: in the orange sun rays Only remember me; you understand and dares to claim the sky. It will be late to counsel then or pray. Yet if you should forget me for a while But a bird that stalks And afterwards remember, do not grieve: down his narrow cage For if the darkness and corruption leave can seldom see through A vestige of the thoughts that once I had, his bars of rage Better by far you should forget and smile his wings are clipped and Than that you should remember and be sad. his feet are tied so he opens his throat to sing. [...] Piano D H Lawrence (1885 - 1930) Softly, in the dusk, a woman is singing to me; Taking me back down the vista of years, till I see from Cut A child sitting under the piano, in the boom of the Sylvia Plath (1932 - 1963) tingling strings What a thrill —— And pressing the small, poised feet of a mother My thumb instead of an onion. who smiles as she sings. The top quite gone Except for a sort of hinge In spite of myself, the insidious mastery of song Betrays me back, till the heart of me weeps to Of skin, belong A flap like a hat, To the old Sunday evenings at home, with winter Dead white. outside Then that red plush. And hymns in the cozy parlor, the tinkling piano our guide. Little pilgrim, The Indian's axed your scalp. So now it is vain for the singer to burst into clamor Your turkey wattle With the great black piano appassionato. The Carpet rolls glamour Of childish days is upon me, my manhood is cast Straight from the heart. Down in the flood of remembrance, I weep like a I step on it, child for the past. Clutching my bottle Of pink fizz. A celebration, this is. Out of a gap A million soldiers run, Redcoats, every one.[...]

Engagement Resource Guide

Picture Books Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose, to be needed and useful, to care for others and share joy and laughter.

Prep: Have adult picture books ready for activity

Presentation: Approach the resident using the proper MOSAIC techniques and invite them to participate in the engagement or that you need their assistance. When used in a group setting, be sure to welcome and introduce each resident as they are brought into the group, taking care to place residents facing non-traffic areas. Move around the group to engage all participants and offer them a chance to look through each of the picture books.

Reminiscing Therapy: What books have you read? Do you have a favorite? Do you have a favorite author? What kinds of pictures do you like looking at? Do you like pictures of animals? What is your favorite animal? Do you like looking at books about traveling? Have you ever visited another country? Where? What is your favorite vacation spot?

Cognitive Therapy: Count the books. Discuss the images on the front cover of the books. Have residents page through the books and talk about images that they like and dislike. Have residents choose a favorite image. Discuss the colors seen in the books. If a small book, have residents count the pages.

Active Therapy: Stack the books on top of each other. Have residents page through the books and choose and image and then have them explain to each other why they chose that image. Place the books on the table and allow residents to choose which one they want to look at.

Chore Therapy: Help put away the books in their proper location. Pick up coffee mugs and wipe down table.

Creative Therapy: Have residents pick a favorite picture in a book and paint the picture on canvas. Have residents make their own picture book by stapling paper together and allowing them to draw on each page. Have them name their book and give to family members. Make book covers for hardcover books by having them draw on a large piece of construction paper and taping to the books. Make a comic book. Make black and white copies of pictures and have residents color them.

Other Items to Enhance Engagement: Paint, markers, other craft items. Coffee and snacks to enjoy while looking at the books.

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Engagement Resource Guide

Picture Books Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Bible Engagement

Purpose: To engage the person in an opportunity to boost self- esteem, have the power to choose and share joy and laughter.

Prep: Bible(s), religious music, or book of devotions.

Reminiscing Therapy: Where did you go to church growing up? What denomination are you? What is your favorite biblical story? What is your favorite scripture passage? What is your favorite hymn or devotion? Were you married in a church? Did you go to Sunday school? Did your children go to Sunday school? Were you confirmed?

Cognitive Therapy: What characters or books can we name from the bible? How many of the 10 commandments can we name? Explain what kind of person Jesus was. Discuss the main beliefs or principles in the bible. Name as many religions as you can. Talk about well-known biblical stories- Noah, Adam and Eve, Jonah and the Whale, David and Goliath, Christmas Story.

Active Therapy: Take turns reading the bible aloud. Take requests from residents or choose uplifting passages. Recite simple devotions and have the residents repeat them back to you. Sing well known hymns together. Read common biblical stories such as Moses on the wall of water, Noah’s Ark, or Jesus’ sacrifice. Allow residents to page through the bible. Say a short prayer for residents to repeat back to you. Ask residents if they have any prayer requests. Do communion with the residents by providing grape juice and bread and explaining the meaning.

Chore Therapy: Help put away the bibles and other items involved in activity.

Creative Therapy: Create a mosaic cross by taping/gluing together small pieces of colored paper to a canvas. Have residents color pictures associated with the 10 Commandments. Explain the 10 Commandments while they are coloring and facilitate discussion. Make a rosary, bookmark for bible, etc…

Other Items to Enhance Engagement: Construction paper, canvas, tape/glue…etc. Tailor to specific activity. Grape juice, bread.

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Engagement Resource Guide

Bible Engagement, Continued:

Other Ideas:

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Engagement Resource Guide

Bible Quiz

Questions:

The following true or false trivia questions are based on the King James Version of the Bible:

1. There are a total of 71 books in the Old Testament and New Testament.

2. Jesus had 12 apostles.

3. Exodus is the last book of the Bible.

4. Jesus grew up in Nazareth.

5. Archangel Gabriel was sent to visit Mary and tell her about the impending birth of Jesus.

6. Proverbs is the longest book in the Bible.

7. Jesus was on the cross for six hours before he died.

8. Moses was 100 years old when he died.

Engagement Resource Guide

Answers:

1. False. There are 66 books.

2. True. They are: John, Judas, Peter, Simon, Thaddeus, James (son of Alphaeus), Thomas, Bartholomew, James (son of Zebedee), Andrew, Philip and Matthew.

3. False. The last book of the Bible is Revelation.

4. True.

5. True.

6. False. Psalms is the longest book in the Bible with 150 chapters.

7. True. The day began at 6 a.m. and he was nailed to the cross at 9 a.m.

8. False. He was 128 years old.

Engagement Resource Guide

Prayers

LORD’S PRAYER Our Father, who art in heaven, May The Lord Bless You hallowed be thy name, May the Lord bless you and keep you. thy kingdom come, May the Lord make his face to shine upon you, thy will be done, and be gracious to you. on earth as it is in heaven. May the Lord lift up his countenance upon you, Give us this day our daily bread and give you peace. and forgive us our debts and we forgive our debtors, and lead us not into temptation, but deliver us from evil, TWO PRAYERS FOR THE MORNING for thine is the kingdom and the power God of my life, I welcome this new day. It is and the glory, forever. Amen. Your gift to me, a new creation, a promise of resurrection.

PRAYER OF ST. FRANCIS Dear Lord, I thank You for the Grace of being Lord, make me an instrument of your peace; alive this morning; I thank You for the sleep where there is hatred, let me sow love; that has refreshed me; I thank You for the where there is injury, pardon; chance to make a new beginning. where there is doubt, faith; where there is despair, hope; Dear Lord, I give you my hands to do Your where there is darkness, light; work; I give You my feet to go Your way; I give and where there is sadness, joy. You my eyes to see as You see; I give You my tongue to speak Your words; I give You my mind that You may think in me; I give You my spirit that You may pray in me. SERENITY PRAYER By Reinhold Niebuhr Above all, I give You my heart that You may God, grant me the serenity to accept the things love in me – love the Father and love all I cannot change, humankind. I give You my whole self, Lord, The courage to change the things I can, that You may grow in me, so that it is You who And wisdom to know the difference. lives, works and prays in me. Amen.

Engagement Resource Guide

May The Road Rise Up To Meet You May the road rise up to meet you. Table/Meal Blessings May the wind be always at your back. May the sun shine warm upon your face; O Lord, bless this food to our use, the rains fall soft upon your fields and us to your service; and until we meet again, make us grateful for all your mercies, may God hold you in the palm of His hand. and mindful of the needs of others. Amen.

Children's Bedtime Prayer God is great and God is Good, Now I lay me down to sleep, And we thank God for our food; I pray the Lord my soul to keep: By God's hand we must be fed, May God guard me through the night And wake me with the morning light. Amen.

The Lord Is My Shepherd (psalm 23 - King James Version) The Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures: he leadeth me beside the still waters. He restoreth my soul: he leadeth me in the paths of righteousness for his name’s sake. Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me. Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over. Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the Lord for ever

Engagement Resource Guide

Magazine and Newspaper

Purpose: To engage the person in an opportunity to boost self-esteem, have the power to choose and share joy and laughter.

Prep: Distribute assorted newspapers and magazines around the table.

Reminiscing Therapy: What is your favorite magazine or what types of magazines do you like to read? Do you like to read the newspaper? What is your favorite section in the newspaper? Do you like national or local newspapers better? How long have you been reading the newspaper? What is your favorite way to get the news (T.V., newspaper, magazine)? What is your favorite news station? Talk about large new stories when residents were growing up. What is your favorite news segment? What magazines have you been subscribed to?

Cognitive Therapy: List as many sections in the newspaper as you can (sports, politics, classifieds…). List the names of magazines and newspapers. Sort the magazines into one pile and the newspapers into another. Talk about the different colors and images on the cover of the magazines and newspapers. Discuss current events. Clip coupons. Circle specific words in the paper.

Active Therapy: Take turns reading a paper or magazine aloud. Have residents choose an article and read it to them. Have residents pick out appealing newspaper or magazine articles. Give residents a news article and have them teach the group. Look through the pictures in a National Geographic magazine. Look at different magazines according to the resident’s interests (fashion, sports, cooking, garden).

Chore Therapy: Help fold the newspapers and put away the magazines and newspapers.

Creative Therapy: Cut out favorite scenes from a travel magazine and create a scrapbook page using those pictures. Add paint, markers, glitter, etc. The same could be done for cooking, home and garden, fashion, and sports magazines. Cut pages of the newspaper into hearts and decorate them. Make homemade garland by hanging all of the completed hearts onto a long piece of string. Create a scrapbook page by first gluing pieces of newspaper onto a canvas. Once dry, add pictures, paint, and markers. Fold newspapers into hats, airplanes, etc… and use appropriately.

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Engagement Resource Guide

Magazine and Newspaper Engagement, Continued:

Other Items to Enhance Engagement: Markers, paint, snacks, coffee

Other Ideas:

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Engagement Resource Guide

Expressions

1. Exploring & Focused 2. Aggression, Determined and Sundowning 3. Seeking and Collecting 4. Voiding and Incontinence 5. Yelling and Asserting for Resolution of Unmet Needs 6. Self-Sufficient 7. Inappropriate Sexual Expression and Disrobing 8. Paranoia, Delusions and Hallucinations 9. Worksheet: Five W’s of Behavioral Expression Investigation 10. Behavioral Expression Tips and Approaches 11. Additional Dementia Information

Engagement Resource Guide

Expression: Exploring & Focused

Typical Expression: Pacing, exit seeking, yelling or crying out, anxious, aggression or agitation.

Underlying Cause: Stress due to environment (noise, clutter or exit cues), lost (searching for familiar), bored, medication side effect, habit, need to void.

Approach: Walk with the resident using a non-directed conversation to distract or calm resident. Assess times of day this happens; look for environmental cues. Involve the person in an activity that begins prior to when the behavioral expression begins. Involve the person in personalized activities that match the reason the resident has to leave. Involve the person in physical or movement activities

Chore Therapy: wiping tables, sweeping the floor, getting the mail, assisting with activities, gardening

Active Therapy: walking, dancing, roaming choir, rhythm band, active games, sorting or unknotting socks or provide a rocking chair

Creative Therapy: stop signs, bookcase doors, re-directive escorts, or personalized purposeful destinations or comfort areas

Other Ideas:

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Engagement Resource Guide

Expression: Aggression, Determined & Sundowning

Typical Expression: Yelling or crying out, anxious, aggression or agitated, wandering, repetitive actions, rummaging, destruction of Property

Underlying Cause: Discomfort or pain, physical illness, fatigue, over stimulation, mirroring of others, inability to succeed at tasks, inability to answer questions, medication side effect

Approach: Approach the person calmly. Use their name and look directly at them until you get acknowledgement. Speak in a soft voice so they have to strain to hear you. Discreetly mirror the person’s body language, take deep relaxing breaths and move slowly into a more calm position with the person. The goal is to have the person subconsciously follow your movements. Tell the person that you can see they are upset, listen to their response, validate their feelings and reassure them. Avoid touch until the person is calmer; do NOT attempt to restrict person’s movements unless they are unsafe to themselves or others.

Physical Aggression: Remove resident from the situation to calm, quiet area without making a big deal about it. Decrease stimuli in the environment. If it is OK to touch the person, offer massage, stroke or hold resident’s hand. Give the resident something safe, non-breakable to hold. Find ways in which the person could have some element of control in the situation. Give the resident some space

Catastrophic Reaction: Identify the stressor(s) and eliminate or reduce as much as possible; take preventative action. Use enough-but not too many-staff to intervene in as calm a way as possible. Consider utilizing the team – good guy/bad guy technique, having one team member rescue the person from the ‘bad” one.

Chore Therapy: Aggression & Determined: mixing/kneading dough, beating chalk board erasers together. Sundowning: folding clothes, setting the table, collecting the mail, putting away the dishes, watering plants.

Active Therapy: Aggression & Determined: walking, stationary bike, tossing or squeezing nerf balls, chewing gum or eating. Sundowning: taking a walk or marching band (2 ½ hrs. before followed by a nap)

Creative Therapy: Aggression & Determined: Reminisce Baskets, rummage box, massage, soothing music, edible finger painting or activity apron. Sundowning: one-on-one eating, play games, sing-a-long, environmental sounds or video/audio of animals or family members

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Engagement Resource Guide

Expression: Aggression, Determined & Sundowning, Continued

Other Ideas:

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Engagement Resource Guide

Expression: Seeking & Collecting

Typical Expression: Exploring into others rooms or offices, taking belongings or items, pacing, barricading of doors or not allowing entrance, continuous movement and hiding of items, repetitive request for replacement of had items

Underlying Cause: Stress due to environment (i.e. noise, clutter or change in room), lost (searching for familiar), bored, medication side effect, need to void, paranoia or obsession

Approach: Don't simply take something away from the residents; "trade" it for acceptable item. When coming into a resident's room to check their hiding places, ask "I've lost my ______: I'd like to look for it here. Please help me look for it." Don’t disregard what they are looking for. Try Blue Ribbon Therapy

Chore Therapy: hanging or folding clothes, shopping pantry, sorting magazines or files, pick-up the yard, rake leaves, clip coupons

Active Therapy: sorting checkers, hangers or socks, stringing paper clips, taking a walk

Creative Therapy: rummage box with differing tactile items or activity apron

Other Ideas:

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Engagement Resource Guide

Expression: Voiding & Incontinence

Typical Expression: Undressing, yelling or crying out, wandering, sexually inappropriate, agitation, repetitive actions, withdrawal.

Underlying Cause: Infection, prostate problems, medication side effect, stress or urge incontinence, difficulty finding or seeing the bathroom, overwhelmed by task, difficulty undressing

Approach: Don’t overreact. Don’t draw attention to the situation. Do ask for assistance from others to refocus resident away from area affected and properly clean it immediately. Determine if item(s) or area(s) may be drawing resident and look for ways to change or remove stimulant (trash can, etc…). Add additional lighting to enhance visual field for resident. Work with resident and family to develop person-centered toileting schedule

Reminiscence Therapy: conversations about occupation, religion, and public situations

Active Therapy: taking a walk by open bathroom doorways, gardening

Creative Therapy: removing stimuli, painting (finger or brush), clay sculpting, listening to music, massage therapy, Reminisce Basket

Other Ideas:

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Engagement Resource Guide

Expression: Yelling & Asserting for Resolution of Unmet Needs

Typical Expression: Yelling repeatedly, crying continuously, anxious, aggression or agitated, wandering, repetitive actions, rummaging, pacing

Underlying Cause: Discomfort or pain, physical illness, over stimulation, fatigue, mirroring of others, inability to communicate or relay needs, medication side effect

Approach: Use the person's name and look directly at them. Speak in a soft voice so they must strain to hear you. Touch their lower arm or upper leg appropriately and use long, soft strokes to help soothe. Begin to softly sing or hum a favorite tune or try to communicate and use their personal history to meet their need

Active Therapy: exercising arms, busy box, eating food, chewing gum

Cognitive Therapy: Trivia, Word/Number games, reciting famous couples or common phrases

Creative Therapy: video or audio tape of family members, favorite music, animals or environmental sounds or alone time, singing, Reminisce Baskets, Life Story Books

Other Ideas:

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Engagement Resource Guide

Expression: Self-Sufficient

Typical Expression: Yelling or crying out, anxious, aggression or agitation, withdrawal

Underlying Cause: Task too difficult, feeling rushed, inability to remember task or order, pain from movement, inability to understand instructions, fear of task or failure, apraxia (difficult initiating or completing task)

Approach: Approach slowly. Talk quietly. Refocus the person on an object, activity, prop, conversation. Use touch in a gentle, reassuring way. Take the person to their most familiar setting. Involve resident in positive peer relationships, perhaps with someone who needs to reassure or nurture someone else

Reminisce Therapy: occupation and religion conversations, utilize Resident Quality of Life profile to determine care likes and dislikes, schedule, etc…

Active Therapy: give resident additional time to complete task, support through hand-by-hand technique

Creative Therapy: clap along and sing-a-long to favorite music

Other Ideas:

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Engagement Resource Guide

Expression: Inappropriate Sexual Expression & Disrobing

Typical Expression: Yelling, inappropriate touching, wandering, stripping, aggression or agitation, repetitive actions

Underlying Cause: Misinterpretation of approach, too warm, ill-fitting clothes, need to void, genital irritation, need for attention, affection, need for intimacy, masturbation

Approach: Be respectful. Don't scold – it is natural. Calmly redress the person. Provide private area for more appropriate behavior. Use enough-but not too many-staff to intervene in as calm a way as possible. Redirect/refocus attention to other things. Seek family's knowledge about cause of behavior, give support to family, especially to spouse or resident

Active Therapy: balling yarn or untying neckties, unraveling burlap or making picture scrapbooks

Chore Therapy: sweep the floor, wipe off tables, sort socks

Creative Therapy: activity apron, clothing that closes in the back, overalls, stuffed animals with long fur or dolls with long hair, soft/fuzzy/textured cloth, scarf dancing to favorite music

Other Ideas:

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Engagement Resource Guide

Expression: Paranoia, Delusions & Hallucinations

Typical Expression: Yelling or crying out, anxious, aggression or agitation, obsession, rummaging, wandering

Underlying Cause: Forget where objects are placed, misinterprets actions and words of others, misinterprets people, changes in routine or schedule, changes in the environment, physical illness, and social isolation

Approach: Determine if paranoid thought, hallucination or delusion is causing undo stress. If resident is stressed or upset, validate their thought by addressing the hallucination directly and escorting the thought away from the resident. If resident is enjoying the moment, proceed to validate the thought by incorporating it into the resident’s day and activities. Do not tell the resident that the paranoid thought “will be OK,” hallucination is “not there” or delusion is “unfounded,” this could further aggravate the resident and cause the thought to worsen

Validation Therapy: “It’s OK,” “You are safe” or be the referee to the issue

Active Therapy: dancing, walking, blowing bubbles

Creative Therapy: listening to music, sing-a-long, Life Story Books and Memories in the Making (a.k.a. Azura’s MOSAIC Creations)

Other Ideas:

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Engagement Resource Guide

Five W’s Behavioral Expression Investigation:

What behavior is being exhibited?

When is the behavior occurring?

Where is the behavior occurring and is the location a factor?

Who? Is there a specific person or persons regularly experiencing the behavior and are they inadvertently contributing?

Why? Use their past history of likes, dislikes, habits and other personal information to narrow down what is causing their behavior

Five W’s Investigation Worksheet

WHAT: ______

WHEN: ______

WHERE: ______

WHO: ______

WHY: ______

Engagement Resource Guide

Behavioral Expression Tips and Approaches Adapted from strategies By Carly Hellen, Rush Alzheimer's Disease Center

IN GENERAL:  Research what was happening prior to the onset of the behavior  Look for environmental elements that cause or contribute to the behavior; surroundings, noise, activity, people, etc.  Try to determine the reason for the behavior, if possible Have all staff responded the same manner when addressing behavior  Share in successful approaches, activities, interventions with all staff, put information in prominent place on care plan  Don't over react to resident’s behavior; don't use words or tone voice that scold, punishes, chastises, etc.

VERBAL ANGER; ABUSIVE LANGUAGE  Talk to the person, seek to refocus to another topic, or activity  Introduce singing instead  Introduce a "favorite" of the resident; activity, music, food, person  Involve in craft or physical activity where anger could be expressed in nonverbal manner, or excess energy expended  Involve in social settings that clearly cue the use of manners or appropriate social skills  Do NOT react with shock, scolding, anger, parental tone

DIFFUSING VERBAL OR PHYSICAL ANGER; OUTBURST  Approach the person calmly  Use the person's name and look directly at him or her in trying to calmly breakthrough, softly, calmly and firmly use the person’s name until you can get acknowledgement  Speak in a soft voice so that perhaps the person will have to stop yelling to hear you  Discreetly mirror the person’s body language, take deep relaxing breaths and move slowly into a more calm position, goal is to have the person subconsciously follow your movements  Tell the person that you can see they are upset, then listen to their response, keep validating their feelings and reassuring the person that you are here to help  Avoid touch until the person is calmer, do NOT attempt to restrict person’s movements

Engagement Resource Guide

Behavioral Expression Tips and Approaches, Continued

PHYSICAL AGGRESSION  Follow the above steps for DIFFUSING ANGER OR OUTBURST as necessary  Remove resident from the situation to calm, quiet area without making a big deal about it  If it is OK to touch the person, offer massage, stroke or hold residents hand in the V Position, if he or she will allow  Brushing hair is also a calming activity  Dancing, singing, rhythmic music, clapping, marching  Physical activity with gross motor movements, and safe props, if any; walking; ball activities  Repetitive manual activities like crumpling or tearing newspaper for stuffing  Give the resident something safe, non-breakable-to hold  Find ways in which the person could have some element of control in the situation  Normalization or repetitive activities that can be done alone  Give the resident some space; decrease stimuli in the environment  Use of smells or foods that are soothing or comforting

CATASTROPHIC REACTION Identify the stressor(s) and eliminate or reduce as much as possible; take preventative action :  Follow the steps in DIFFUSING ANGER, OUTBURSTS above to calm the person and situation  Identify resident's "symptoms" leading up to reaction, and make a plan to intervene at that time in the future  Use a consistent approach whenever dealing with catastrophic behavior  Use enough-but not too many-staff to intervene in as calm a way as possible  Determine successful ways to redirect residents and communicate these to all of the staff working with the person  Utilize the team – good guy/bad guy technique, having one team member rescue the person from the ‘bad” one  Use the team to debrief and problem solve what happened, possible causes, and agree on consistent new ways to avoid causes. Share with everyone on team.

Engagement Resource Guide

Approaches, Activities and Tips, Continued

VERBAL ANXIETY (FEELING LOST, SCARED, I DON'T KNOW WHAT TO DO)  Approach slowly  Redirect/refocus the person on an object, activity, prop, conversation  Use touch in a gentle, reassuring way  Take the person to the most familiar setting to sit in, help to become relaxed and feel more secure  Reassure with familiar props, locations, activities, etc.  Involve resident in positive peer relationships, perhaps with someone who needs to reassure or nurture someone else  If asking what's wrong, listen to and validate the person’s feelings, listen for the reason underlying the anxiety, then experiment with ways to resolve it  Involve the person in routines of the home that are activities the person is capable of doing  Take residents with you to help you when you are working

REPETITIVE CALLING OUT; YELLING, SCREAMING  Assess whether the person is in pain, discomfort, has a physical or basic emotional need to be met and meet it  Use the person's name and look directly at him or her in trying to calmly breakthrough  Speak in a soft voice so that perhaps the person will have to stop yelling to hear you  Try to involve the person in singing instead – start singing a familiar tune  Play slow, rhythmic music, lifelong favorite music.  Offer refreshments  Give the person a busy box, scrap book, item (e.g., doll) to spark attention and interest  Spend one on one time in a quiet, and non-distracting area  Assess whether something or someone in environment is causing the behavior  Give the person gum, food

Approaches, Activities and Tips, Continued

Engagement Resource Guide

EXPRESSION OR DISPLAY OF SADNESS; DEPRESSION  Share your observation of how the person seems, validate the person’s feelings to find a reason behind the behavior, and don’t ask "why"?  Involve in or use something from the person’s lifetime that has offered enjoyment or comfort  Do and say things that make the person feel valued and special  Involve in activities that you are certain person can be successful in doing; give genuine praise (meet the basic social and psychological needs!)  Acknowledge and accept what the person is expressing  Use music: sad music may help you release feelings; happy may offer distraction  Give person something that they can to offer comfort to, to cuddle, pat, nurture; an item that can give pleasant tactile stimulation to the person

SHORT ATTENTION SPAN; EASILY DISTRACTED  Break the activity into short sections  Use lifelong, familiar activities  Use of props, pictures, materials to assist in holding resident's attention  "Roving" activities; take the activity to where the resident is, rather than keep the person’s attention in an activity group or area  Create a person’s "jobs"/ roles in activity; making it important to stay involved  Put out materials and allow or assist resident in going from "station to station"  Provide manual activities; task oriented activities; tactility stimulating materials  Seat in a group or at a table or in an area in a way that the resident faces the fewest number of distractions  Change activity, approach, tone of voice when you notice resident is losing interest  As you notice a person’s increase in distractibility, ask the person a question or give one on one to regain interest  Inter-generational activities  Good mixture of passive to active activities

Approaches, Activities and Tips, Continued

Engagement Resource Guide

WANDERING, PACING  Involve person in physical or movement activities  Set up a "wandering trail" with interesting things to stop look at and/or do long away  Offer activities: sorting jewelry or stocks; tying laces; untying or unknotting socks; sorting and folding laundry; sweeping; testing  Use activities that can occur while walking (e.g., purposeful destinations)  Set up "comfort" areas (chair, pillows, couch, music playing, things to look at) that draw resident in to rest  Dancing  Involve in a roaming choir or rhythm band while walking

ELOPING (PURPOSEFUL ACTIONS TO LEAVE AREA OR BUILDING)  Walk with the resident using a non-directed conversation to distract or calm resident  Setup planned walking activities  Involve resident in tasks of the home- making beds; sweeping, pushing cart with staff  Disguise the door handles (e.g., with drapes), disguise exit doors  Assess times of day this happens; look for environmental cues -such a staff leaving to go home-and eliminate  Involve the person in an activity that begins prior to the time of day he or she normally begins the behavior  Involve in activities that match the reason the resident has to leave-cooking, work, childcare

REPETITIVE PHYSICAL MOVEMENTS  Activities that naturally involve repetitive movements-sanding, dusting, stuffing  Rhythm band; dancing; movement to music; exercise  Work oriented repetitive activities: sorting, stapling, stamping, cutting, folding

RUMMAGING; PILLAGING; HOARDING  Therapeutic "purses", bags, etc. filled with belongings that the person can keep Redirection  Display items that can safely be picked up and taken by the resident; pegboard with collection of hats on, jewelry that belongs to the home  Don't simply take something away from the residents; "trade" it for acceptable item  When coming into a resident's room to check their hiding places, ask "I've lost my ______: I'd like to look for it here. Please help me look for it."

Engagement Resource Guide

Approaches, Activities and Tips, Continued

SUNDOWNING  Adjust activity in staff schedules providing more things to do and staff to intervene at this time of day  Involve the person in an activity that begins prior to the time of day he or she normally begins the behavior  Use refreshments for social hour at this time today  Have staff be very conscious and careful about the way in which they leave at the end of shift, at this time of day  Suggest family visits at this time, if possible  Use normalizing and helping types of activities  Consider a social group/club that meets daily to address through group techniques/ relaxation techniques

INAPPROPRIATE SEXUAL BEHAVIORS  Investigate the cause – is the person hot (disrobing) or do they need the bathroom, etc.  Redirect/refocus attention to other things  Seek family's knowledge about cause of behavior, give support to family, especially to spouse or resident  Provide private area for more appropriate behavior

STRIPPING  Use clothes with closures that aren't easily accessible to resident  Try variety of types of clothing to determine whether the person will leave some types on  Give the person things to do/ manipulate with hands; tactile stimulation props, busy box, board, apron, pillow  Don't scold; calmly redress the person  Use enough-but not too many-staff to intervene in as calm a way as possible  Determine successful ways to redirect/refocus the person and communicate these to all of the staff working with the resident

Adapted from strategies By Carly Hellen, Rush Alzheimer's Disease Center

Engagement Resource Guide

Alzheimer’s Disease

What You May See  Person may appear to be “normal”, memory problems may be hard to recognize  Person may seem confused – looking for a car, person, place, etc., that only exists in his/her past  Behavior may include: Repeating same questions or phrases, wandering, driving erratically, decreased inhibitions, anxiety, agitation when confronted, startle sensitivity, or answering questions with information from the past

What Others May Report  Person’s changes were gradual over time, began with short-term memory problems  Person thinks the past is the present (they believe they are a younger age)  Rapid decline or behavior changed when ill  Person is like a child in her/his abilities, but can remember things from long ago  Person can use his/her skills when prompted (Note: behavior symptoms start more in mid-stage Alzheimer’s)

Diagnosis of Alzheimer’s Disease  Specialized clinics/centers diagnose correctly 85-90% of the time  Have a progressive cognitive decline with early memory loss and impairment in at least one other area of cognitive function  Changes do not have other neurological signs or symptoms, psychiatric disease or systemic illness which the symptoms can be attributed to  “Mixed Dementia” – other types of dementia along with Alzheimer’s Disease, usually accounts for the other 10-15% of cases where Alzheimer’s is not diagnosed

Treatment (RX)  Cholinesterase inhibitors – improve general alertness and slows clinical progression (makes more chemicals available between nerve cells) - Aricept (Donepezil) - Excelon (Galantamine) - Reminyl (Rivastigmine)  Nameda (Mematine) – blocks “excitotoxicity” in the brain hippocampus (too much glutamate/blood sugar in nerve cells) 

Engagement Resource Guide

Lewy Body Dementia

What You May See  Brief episodes of confusion and orientation to time or place  Mild memory problems  Symptoms can be temporary - vary from day to day or even throughout the day  Well defined, vivid hallucinations (imaginary friend - usually small children, animals)  Tremors or rigidity (especially if Haldol or other anti-psychotics given)

What Others May Report  Person has rigid, false beliefs that can’t be changed by convincing (someone is stealing from them, someone is in the house with them, spouse isn’t real spouse but an alien in spouse’s body, etc.)  Person’s symptoms go away and s/he “gets better” (e.g., sleep long time vs. up/fine).  Imaginary people/animals are so real to the person that others work around the beliefs as if they are real (can’t argue with them or convince them differently)  Unexplained loss of consciousness, frequent falls  Person’s memory is usually okay

Criteria for Lewy Body Dementia*  Dementia symptoms and 2 of 3 below: - Parkinsonism: slowness and stiffness - Recurrent detailed visual hallucinations, delusions (false beliefs) - Symptoms fluctuate markedly from day to day (Note: movement symptoms occur first, dementia/memory problems up to five years later)

Treatment*  Responds well to Alzheimer’s cholinesterase inhibitors  If motor symptoms are disabling, may need to try cardopa/levidopa used in Parkinson’s disease – may cause hallucinations, only use when safety is at risk and discontinue if hallucinations occur  Avoid anti-psychotics because they will cause extreme rigidity (except for Seroquil)

Working with People who have Lewy Body Dementia  Validate person’s beliefs and hallucinations, work around them (e.g., escort “little visitors” out of the house if they are causing the person to be upset, etc.)  Be aware that memory isn’t effected or is only mildly effected  Use strategies that help the person get a rhythm for movement (count, clap, hum)  If there are swallowing problems, vary texture and temperature of food between bites to aid reflex (e.g., hot/cold, soft/chewy, etc.)  Get adaptive aids to help person stay active and independent as long as possible (e.g., special eating utensils, walkers, etc.)

(*Source: Susan Mickel M.D. from presentation at WI State Alzheimer’s Association Conference 5/04)

Engagement Resource Guide

Caregiving for Lewy Body Dementia

 Create a Routine. Anxiety, confusion, and behavior all seem to worsen as the day proceeds. Setting up a strict routine without too much variance can increase a sense of safety and lower anxiety. It may help people with Lewy Body Dementia to have predictable routines, especially around meal times and sleep times. Limit or eliminate caffeine.  Establish a Nighttime Ritual. Try to establish bedtime rituals that are calming and away from the noise of television, meal clean-up and active people.  Treat Sleep Disturbances. It is essential to the person’s function and behavior to get adequate sleep. Use Melatonin or Clonazapam for sleep problems. Makes sure the person gets sunshine during the day to help reset sleep/wake cycles in the brain.  Limit Naps. Avoid prolonged bed rest and stand up slowly when getting up from sleep.  Encourage Exercise. Exercise may help both mood and symptoms. Exercise can also have beneficial effects on depression symptoms, motor skills, cardiovascular health, and strength. The person needs to stay active to keep their brain and body working together.  Walk Together. Taking a walk with a patient with LBD is a win-win activity. Being outdoors and exercising is vital for the health and state of mind – for both of you.  Modify Tasks. Break tasks into easier steps and focus on success, not failure.  Strengthen senses. Have a doctor evaluate the patient’s five senses in order to identify and treat any abnormalities. Then ask about exercises to improve them.  Use Touch. Touch can work as a calming agent. Try to use touch in conversation, where you touch the person’s arm or shoulder while speaking to them.  Speak Slowly. Speaking slowly and simply can help the person’s understanding. Always wait for them to reply without rushing them.  Gesture with Your Hands. Gestures can help increase the person’s understanding of what you are saying.  Swallowing can Become Difficult. Vary the textures and temperatures of the food from one bite to the next to help stimulate the person’s swallowing mechanism (like apple sauce and meat).  Use Rhythm. Count, march, sing rhythmically to help the person get started and continue with walking and march along with them.  Use Adaptive Aids. Such as a laser walker, pedal exerciser (oxycycle) for use with legs and arms especially when restless.  Minimize Fall Risks. Those with LBD are prone to falls. Stabilize the person’s blood pressure, making sure he or she stands up slowly, stays well hydrated, takes in an adequate amount of salt, and does not overstay in bed. If the person under your care walks with a shuffle, provide a cane or walker which will add support and confidence. Walkers are usually met with resistance but will probably reduce the risk of falls more than a cane.  Memory is Good. You can use behavior modification techniques and gain more reliable information, which you don’t have in Alzheimer’s.

Engagement Resource Guide

Frontal-Temporal Lobe Dementias

What you may see:  Inappropriate behavior: Compulsive drinking, swearing, hyper-sexual activities, shoplifting, etc. and repetitive actions; poor hygiene  No insight into own behavior being inappropriate  No apparent memory problems  Language and speech problems - using wrong words, not able to be fluent  Person may mimic your movements  Effects younger people with age of onset 30s – 60s

What Others May Report:  Person has probably been misdiagnosed as having a mental illness - not responding to help or treatment for it  Person’s personality has changed – suddenly become a different person  Person is compulsively doing things and unable to recognize their own compulsion  Person’s memory is fine  Note: people with this dementia need to be followed by dementia diagnostic experts

General Information on Frontal -Temporal Lobe Dementia  Symptoms are gradual and progressive, onset not recognizable  Deterioration of frontal and temporal lobes at different rates cause different patterns of symptoms in two categories: - Gradual progressive changes in behavior (frontal) - Gradual language dysfunction (temporal)

General Treatment of Frontal -Temporal Lobe Dementia  Alzheimer’s cholinesterase inhibitors don’t usually help unless memory problems are apparent  Treatments are targeted to specific symptoms (e.g., behavioral, movement, etc.)  Complex treatment involving dementia symptoms and movement disorders – requires specialists, to balance treatments and not make other symptoms worse (e.g., anti-psychotics will exacerbate movement symptoms)

Four Subtypes of Frontal -Temporal Lobe Dementia*

1. Frontotemporal Dementia (FTD) 2. Primary Progressive Aphasia (PPA) 3. Semantic Dementia (SD) 4. Cortical Basal Ganglionic Degeneration (CBGD)

*Source: Malgorzata Franczak M.D. presentation at WI State Alzheimer’s Association Conference 5/04

Engagement Resource Guide

Caregiving for Frontotemporal Dementia

Sensory Function Aids. Eyeglasses or hearing aids can bolster failing senses.

Behavior Modification. Systems that reward positive behaviors can help reinforce appropriate behavior when symptoms set in.

Professional Therapy. Speech therapy and/or occupational therapy can improve communication and movement.

Medication to Control Behaviors that can be Dangerous to Oneself or Others. Antidepressants known as selective serotonin reuptake inhibitors (SSRIs) may offer some relief from apathy and depression and help reduce food cravings, loss of impulse control and compulsive activity.

Modify the Environment for Safety. Make sure that items (including non-food) that are dangerous to eat are locked up, if caring for a compulsive eater. Develop places and physical activities that are safe for the person to do to expend energy; roaming and restlessness are featured behavior. Person will need continuous supervision.

Encourage Creative Expression. At the University of California – San Francisco Medical Center’s Memory and Aging Center, doctors discovered a small group of frontotemporal dementia patients who developed new creative skills in music and art. The artistic talents emerged when the brain cell loss occurred predominantly in the left frontal lobe, which controls functions such as language. As the ability to communicate through words declined, these patients’ brains somehow accessed other realms of self- expression. So exploring and encouraging the development of latent skills is one way in which Pick’s Disease patients can maintain their quality of life and possibly slow the progress of mental deterioration.

Realize that loss of personality and flat emotions are part of the disease, and that may be particularly hard on family members. Those with FTD are not being cruel or insensitive, they just have no sense of others and their feelings anymore due to extreme frontal lobe brain damage.

Engagement Resource Guide

Engagement Calendar Ideas

 Calendar of Painting Possibilities

 Monthly Engagement Ideas 1. January 2. February 3. March 4. April 5. May 6. June 7. July 8. August 9. September 10. October 11. November 12. December