ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 1
Activity Title: Drawing Bugs
Source: Andrea. (2013, April 11). Drawing Bugs [Web log post]. Retrieved from
http://rectherapyideas.blogspot.com/2013/04/drawing-bugs.html
Accommodations for Students with Hearing Loss - Success For Kids With Hearing Loss.
(2012, August 18). Retrieved October 16, 2015.
Porter, H. (2015). Autism Spectrum Disorder. In Recreational Therapy for Specific
Diagnosis. Enumclaw, Washington: Idyll Arbor.
Equipment: Paper and pen, colored pencils, crayons for each person.
Description of Activity: The objective of this activity is to help develop social skills and
how to appreciate different perspectives. Tell the participants that they will be drawing
a bug for group today. You will describe the bug, and they will draw what you
describe. Explain that they will not be able to see the bug you are describing, and
they cannot ask questions or talk to each other.
1. The bug is round.
2. The bug has eight legs, grouped in pairs with four legs on the left and four legs on the
right. In the pairs, one leg is longer than the other.
3. The bug has two eyes on top of the body.
4. The bug has two squiggly antennas.
5. The bug has two pea-pod shaped wings.
6. The bug has a spot next to each wing.
7. The bug has a triangular stinger on the bottom of the body.
8. The bug has two feelers on each foot - one longer than the other, both coming from the
same side of the leg.
9. The bug has a round mouth, placed between the two eyes.
10. The bug laid five square eggs, to the left of the stinger.
After everyone is finished, have the patients hold up their bugs for everyone to
see. Note some of the similarities and differences. Then hold up your bug.

Discussion questions:

-Why don't all the bugs look like mine? (Interpretation: everyone has a different
interpretation, based on his or her experiences.)
-What did you think of first when you were told to draw a bug? What did you see in your
mind?
Leadership considerations: This activity should be used for a group size of 8 to 15
participants. The therapist functions as a moderator by explaining the instructions of the
activity and instructing what items need to be drawn on the piece of paper. The setting
should have tables and chairs available for every participant. Repeat the instructions at
least twice every time. When leading the discussion the therapist should also talk about
perspectives affects communication.
Adaptations:
Participants with Autism Spectrum Disorder: Give participant(s) more time to process
instructions. Each item should be repeated 3 times or as necessary. The participants
attention span is affected and should be considered while doing this activity, especially
when the therapist is instructing the participants to draw the items on the paper. The
therapist should sit near the participant to make sure he or she is paying attention and
drawing each item or to assist them with drawing the shapes. The participant may also
have problems with fine motor skills and may need assistance with the drawing process
of the activity. Social interaction is affected as well; working in pairs could help the
participant initiate communication. Each person in the pair must show each other their
drawing and pin point the differences.

Participants with a hearing impairment: The participant should be seated in front of the
therapist in order to have a clear view and be able to read lips. The participant (if
requested) should have an interpreter available. The therapist should print cue cards to be
able to provide visual directions during the activity. Provide a picture reference of each
shape that must be drawn for every step as well as written directions. Keep the door

closed to minimize noise in the hallway from interfering with the activity. During
discussion, it is essential that only one participant speak at a time in order for the
participant with the hearing impairment to concentrate on what is being said by a
person at once.