<p> Intervention Summary Task Analysis, Activity Analysis, & Modification (TAAAM) – Short Form</p><p>Name of activity: Battleship</p><p>Type of modality: Board and Table Games</p><p>Type of play Shared Cooperative Interaction pattern Inter-individual # of participants required 2 Equipment/supplies Two game units (both having an ocean grid and target grid), red and white pegs, 10 battleships with some of different sizes. Facilities required/environment A room with a table and two chairs Precautions None known </p><p>Activity Instructions (what the therapist needs to do to facilitate the activity) 1. Therapist to initiate the activity with the client</p><p>2.Instruct client to open the box of the game</p><p>3. Instruct client to get out 1 game unit out of the box</p><p>4. Instruct client to open up the game unit</p><p>5. Instruct client to pick up the 5 ships in their game unit</p><p>6. Instruct client to place ships randomly on the bottom grid called the ocean grid</p><p>7. Instruct client to separate the reds pegs from the white ones</p><p>8. Instruct client to place the red pegs in the first compartment at the top of the right side of the game unit</p><p>9. Instruct client to place the white pegs in the larger compartment below the red peg compartment</p><p>10. Explain the difference between the ocean grid and target grid on the game unit to the client</p><p>11. Explain the setup of the grids to the client (letters and numbers along the side)</p><p>12. State the rules of the game to the client so they have some idea how the game is played before they start</p><p>13. Tell the client to decide who goes first</p><p>14. Instruct the client to call out a move by stating letter and number</p><p>15. Tell client to listen to the opponent if they say hit or miss</p><p>16. If it is a hit, instruct client to pick up a red peg </p><p>17. Instruct client to place that red peg on their target screen on the exact location they just called out that was a hit</p><p>18. If it was a miss, instruct client to pick up a white peg</p><p>19. Instruct client to place that white peg on the target screen in the exact location they just called out that was a miss</p><p>20. Tell client to listen to opponent to hear what location (letter and number) they call out</p><p>1 21. Instruct client to look at the location the opponent called out on their ocean grid</p><p>22. If the client’s ship is on that location, instruct client to say “hit” out loud</p><p>23. Instruct client to pick up a red peg</p><p>24. Instruct client to place that red peg on the ship on the location the opponent just called out that was a hit</p><p>25. If the client’s ship was not on that location, instruct client to say “miss” out loud</p><p>26. Instruct client to place a white peg on their ocean grid </p><p>27. Instruct client if all of the spaces on their ship are taken up by red peg, this means their ship sunk</p><p>28. Instruct client to tell the opponent they sunk their ship</p><p>29. Instruct client to take out the ship that sunk and place it in the compartment to the left. </p><p>30. Explain to client that the first person to have sunk all of their opponent’s ships is the winner Task Analysis (what the client needs to do to perform the activity) 1. Sit in a chair at a table</p><p>2. Sit across from opponent so you are face to face</p><p>3. Grab the box for the game Battleship</p><p>4. Open the lid of the box</p><p>5. Take out the game unit </p><p>6. Open your game unit</p><p>7.Pick up your 5 ships </p><p>8.Place your ships randomly and secretly on your battlefield within the squares on the ocean grid by fitting the ship’s anchoring pegs on the bottom of it into two holes.</p><p>9. Sort out red pegs from the white pegs</p><p>10. Place red sorted pegs in the smaller compartment to the right of the game unit</p><p>11. Place white sorted pegs in the larger compartment to the right of the game unit and below the compartment of the red pegs</p><p>12. Randomly choose who goes first</p><p>13. First player looks at their target grid</p><p>14. Call out a letter and number</p><p>15. The grid is set up by rows and columns. The columns are numbers and are located at the top while the rows are letters and are located to the left of the grid</p><p>16. The second player checks their ocean grid that shows their ships to see if their ship is in that square correlating to the letter and number the first player called.</p><p>17. If the ship is in that box, that opponent player says “Hit” 2 18.Opponent player picks up a red peg</p><p>19. Opponent player places red peg on the corresponding square that the first player called onto the ship that is in that square</p><p>20. Player one picks up a red peg</p><p>21. Player one places red peg on the corresponding square they just called out on their target grid.</p><p>22. If the ship is not in that box player one called out, that opponent player says “miss”</p><p>23. Opponent player picks up a white peg</p><p>24. Opponent player places white peg on the corresponding square that player one called out on their ocean grid</p><p>25. Player one picks up a white peg</p><p>26. Player one places white peg on the corresponding square they just called out on their target grid.</p><p>27. Players alternate turns, calling out one shot per turn</p><p>28. Repeat steps 13-26</p><p>29. Once all holes in the ship are filled with red pegs, this ship has “sunk”</p><p>30. The owner of the ship must say out loud that the ship has sunk</p><p>31. Owner of ship removes their sunken ship</p><p>32. Place sunken ship to the left of the game in the compartment for sunken ships</p><p>33. Player who sunk their opponent’s ships places a red peg on the top of their game unit to represent the number of opponents ships they sunk</p><p>34. First player to sink all of their opponents 5 ships wins Activity Analysis (inherent skills within the activity) Category Skills Primary body position Sitting down at a table in a chair. Parts of the body required Arms, fingers, and hands. Directionality Left/Right, Up/Down, Over/Under, Person/Object, Person/Person, Object/Object. Physical skills Active range of motion: Neck/Head, Active range of motion: Upper extremities, Active range of motion: Trunk, Balance: Dynamic sitting, Balance: Static sitting, Bending, Bilateral integration, Carrying in the hands, Crossing midline, Fine motor coordination, Grasp: Radial-Digital Grasp, Grasp: 3-Jaw Chuck Grasp, Grasp: Pincer Grasp, Lifting, Manipulating, Motor control, Moving around obstacles, Picking up, Pulling, Putting down objects, Reaching, Releasing, Speed, Turning or twisting hands or arms, Visual-motor integration. Cognitive skills Arousal/Alertness, Attention: Focused attention, Attention: </p><p>3 Sustaining Attention, Calculation, Categorization, Cognitive flexibility, Concept formation, Concentration, Decision Making: Complex, Decision Making: Simple, Initiation, Insight, Intellectual Knowledge, Judgment, Memory: Short Term, Orientation: Person, Orientation: Place, Orientation: Time, Orientation: Topographical, Organization and Planning, Problem Solving: Simple, Reading, Recognition: Number, Recognition: Size, Recognition: Shape/Form, Sequencing, Spatial operations, Strategy, Thought: Abstract Thought, Thought: Concrete Thought, Time Management.</p><p>Sensory abilities Auditory function, Tactile function, Visual function. Communication/language skills Reception to spoken language, Reception of body language, Expression of spoken language, Producing body language. Social and interpersonal skills Conversation: Starting a conversation, Conversation: Sustaining a conversation, Conversation: Ending a conversation, Handling criticism, Heterogeneity, Interpersonal interactions, Maintaining social space, Regulating behavior, Relationships: Forming relationships, Self-expression, Social conduct, Social cues, Showing respect & warmth, Showing tolerance. Self-care skills N/A Psychological/emotional (possible) Growth & development, Hope/optimism, Inner strength, Joy, Positive emotions of escalation, Positive emotions of de-escalation, Positive emotions of well-being, Sense of competence/mastery, Sense of connection & belonging, Sense of freedom/autonomy, Sense of identity, Anger, Emotional pain, Fear, Frustration, Guilt. Modification (to meet the therapeutic needs of the client) How could you simplify the activity? 1. Increase the number of ships used on grid so there is more chances to get a hit on a target square. </p><p>2. Have no grids at all and have a drawn grid on paper that makes the boxes and letters/numbers bigger. This makes the activity simple because players can just put a check mark or x on the squares that are hits and misses. Then, player can highlight boxes in a row to represent their ships. Obviously there will be a divider in-between the players so they can’t see each other’s boards. This simplifies the activity because you don’t have to </p><p>4 worry about using red or white little pegs.</p><p>3. Make this game a one player game where the patient has 15 tries to guess the location of only 1 ship that the RT placed on a grid. This simplifies the game because the patient isn’t worried about their own ships and then the opponent’s ships. This allows the patient to just focus on the locations of one ship rather than 5. </p><p>4. Rather than saying hit and miss every time a player calls out a location, players can have a green and a red card each. If a person called out a miss, they will lift up a red card. If a person called a hit, they would lift up a green card. This makes the activity more simplified so the patient doesn’t have to keep on verbally repeating themselves over and over again. </p><p>5. If a player gets 5 misses in a row, opponent is allowed to give that player a hint about where one of their ships are located. This can help simplify the activity so the patient isn’t just getting all misses which can cause the patient to feel frustrated or angry. This gives the patient a chance to catch up in the game too. How could you make the activity more complex? 1. Use one color peg so it is more complex to figure out what pieces were a hit or miss on the target grid. This helps increase short term memory and uses focus and attention.</p><p>2. Patient and opponent can play the game from across the room while standing. This can make the game more complex because the patient has to really focus on what the opponent is saying and calling out from across the room and it also allows the patient to stand the whole time. This helps with attention span and concentration.</p><p>3. Only having one grid each can make this activity very complex because the players won’t have a target grid that mirrors the opponent’s battlefield. This can promote short term memory because </p><p>5 players won’t have the visual in front of them showing what they called out already.</p><p>4. Before every player’s turn, RT gives the player a word to remember. When it is the players next turn, player must state the word the RT asked them to remember. This helps with short term memory.</p><p>5. Having the players write out every location call they said out loud without having the visual target grid. This makes the activity more complex because patient has to write every call they made and also makes it harder to visualize since the call outs are probably random. Any Additional Comments None. </p><p>6</p>