PRACTICAL POINTER
HOW TO CREATE AN ADAPTED DANCE SIMULATOR TO
SUPPORT STUDENTS WITH AUTISM: STEP-BY-STEP INSTRUCTIONS
JOANN P. JUDGE
University of Virginia
Abstract
This Practical Pointer describes how Microsoft® PowerPoint
Software can be used to create an “Adapted DANCE Simulator.” This
innovative idea was originally designed as a lead up intervention to
assist students with autism in learning the traditional Dance Dance
Revolution activity.
Keywords: dance; autism; adapted physical education; instruc-
tions; Dance Dance Revolution
Children with autism often exhibit delays and deficits in motor
skills (Staples & Reid, 2010) and lack motivation toward sustained
levels of physical activity (Todd & Reid, 2006). Recent studies have
shown that both classroom teachers (Busby, Ingram, Bowron, Oli-
ver, & Lyons, 2011) and physical educators (Obrusnikova & Dillon,
2011) are often challenged by the complex needs of this popula-
tion. The purpose of this Practical Pointer is to provide step-by-step
instructions on “How to Create an Adapted DANCE Simulator,” a
more simplistic version of Dance Dance Revolution. To review,
Dance Dance Revolution (DDR) is a dance simulator based on a
popular coin-operated game found in arcades (Mohnsen, 2005).
While there are many versions of the activity, the underlying con-
cept remains the same. While standing on a dance pad, the user
moves his or her feet to a prechoreographed series of steps. Four
stationary arrows (up, down, left, and right) remain at the top of the
screen as additional arrows scroll up from the bottom of the screen.
When the scrolling arrows overlaps the stationary ones, the user
steps on the corresponding arrows on the dance pad. Each step is
rated as PERFECT, GREAT, GOOD, BOO, or MISS depending on
how close to the beat the step was made (Bertollo, Berchicci, Car-
raro, Comani, & Robazza, 2010). Successful steps filled the “Dance
Gauge,” while unsuccessful steps depleted the “Dance Gauge.” A
depleted “Dance Gauge” would immediately end the activity, and
the words “Game Over” would appear on the screen. Unfortunate-
ly, this often resulted in fewer practice trials for students with less
skill and experience.
Figure 1. The introduction of the Adapted DANCE Simulator on January 8, 2008.
As a certified adapted physical educator, I witnessed first-hand
the challenges the original Dance Dance Revolution created for stu-
dents with autism, particularly in regard to their motor skill and
sensory processing deficits. Compelled to create something quick,
easy, and cost effective, I designed the Adapted DANCE Simulator
using a color-coded dance pad and Microsoft® PowerPoint Soft-
ware. To simplify the activity, five poly spots were used to create the
dance pad. A purple poly spot designated the center of the dance
pad, while four additional colors indicated the direction in which
the student stepped—for example, right (left); blue (right); green
(front); and yellow (back). As colored arrows appear on the screen,
the student stepped on the corresponding color on the dance pad
(see Figure 1).
The Adapted DANCE Simulator is a practical strategy for many
reasons: (1) Microsoft® PowerPoint Software is widely accessible
by professional educators—with nearly 80% of computers having
some version of the software (Montalbano, 2009); (2) Microsoft
PowerPoint® presentations can be easily accessed via an array of
devices (i.e., computers, laptops, tablets, SmartBoards, and home
entertainment systems); (3) the Adapted DANCE Simulator can be
specifically designed to meet the unique needs of children with var-
ious disabilities (i.e., autism, intellectual disabilities, and cerebral
palsy). For example, the Adapted DANCE Simulator can be pro-
gramed to have a slower tempo with less visual and auditory stimu-
li. Mobile devices such as laptops and tablets allow for the simula-
tor to be viewed at various levels (i.e., ground level, knee level, or
eye level) depending on the individual’s kinesthetic awareness and
proprioceptive ability. Students with cerebral palsy can place the
simulator on a desk or floor and use their hands to touch the cor-
responding arrows; (4) the Adapted DANCE Simulator can be used
in 1v1, small group or large group settings, as well as secluded and
inclusive physical education classes; and (5) the portability of the
Adapted DANCE Simulator allows students the opportunity to gen-
eralize the activity across a variety of settings (i.e., home, school,
and community-based programs).
While there is very little, if any, research on the Adapted DANCE
Simulator, it is hypothesized that the Adapted DANCE Simula-
tor will (a) increase time-on-task behavior, (b) increase number
of practice trials, (c) increase the level of sustain physical activity,
(d) improve fundamental motor skills, and (e) enhance vestibu-
lar and proprioceptive systems for students with autism. The first
Adapted DANCE Simulator was introduced to students on Janu-
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 PRACTICAL POINTER

Adapted DANCE Simulator Step-by-Step Instructions

(Microsoft® Windows 8.1)

Materials:
• Microsoft® PowerPoint Software
• Royalty free music
• Five colored-coded poly spots (purple, red, blue, green, and yellow)
• Monitor (i.e., laptop, tablet, computer screen, television, or pro-
jector screen)
• External speakers (optional)

Creating Title page:

Step 01: Open Microsoft® PowerPoint Software and select Blank
Presentation.
Step 02: Click on Design tab (top left) of the menu bar.
Step 03: Click on Format Background (top right-hand corner).
Step 04: Click on Solid Fill and select color Black and Apply All.
Step 05: On Title Slide #1, Go to HOME tab and change font color to
White and click Bold.
Step 06: Type “Adapted DANCE Simulator” (see Figure 2). Figure 2. Adapted DANCE Simulator title slide

Creating the Directional Arrows:

Step 01: In the Home tab, insert New Slide (select Blank from dropdown menu).
Step 02: In Slide #2, go to the Drawing Tool on the top left-hand side.
Step 03: Select the Circle Shape and center a large circle onto Slide #2.
Step 04: In the Format Shape Menu, select Solid Fill, Color White, and No Line.
Step 05: Select an Arrow Shape, center the arrow (pointing right) inside the circle.
Step 06: In the Format Shape Menu, select Solid Fill and select the Color Blue.
Step 07: In the Format Shape Menu, outline the arrow Solid Line, Color Black, and Width 6.
Step 08: Now go to View, click on Normal, and right-click on Slide #2, and Duplicate.
Step 09: In Slide 3, rotate arrow 180º (arrow points left) and change the Fill Color to Red.
Step 10: In View, right-click on Slide #3, and Duplicate.
Step 11: In Slide 4, rotate arrow 90º (arrow points upward) and change the Fill Color to Green.
Step 12: In View right-click on Slide #4, and Duplicate.
Step 13: In Slide #5, rotate arrow 180º (arrow points downward) and change the Fill Color to Yellow.

NOTE: Once the FOUR colored arrow slides are created, you may “copy and paste” them into the PPT. Randomly
distribute the slides in Slide Sorter to make the activity more challenging (see Figure 3). Add more Blue and
Red arrows to work on lateral movements; or more Green and Yellow arrows to work on front and back move-
ments. Be creative!

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 PRACTICAL POINTER

Figure 3. Slides randomly distributed in Slide Sorter.

Setting Slide Transitioning Speeds:

Step 01: Click on the Transitions Tab (top left) and go to
Advance Slide (top right).
Step 02: In Advance Slide, uncheck “On Mouse
Click” box.
Step 03: Click on After and set the transition time to 00:02.00
and Apply To All (see Figure 4).

NOTE: Transition speeds can be adjusted to meet student needs. For two
seconds between each slide, set the transition time to 00:02.00; for
one second between each slide, set the transition time to 00:01.00. Figure 4. Advance Slide settings.
For a faster pace, set the transition time to 00:00.75 for ¾ of a sec-
ond between each slide.

Adding Audio:
Step 01: In Normal View, click the INSERT Tab (top left) then Audio Tab (top right) to insert audio
(see Figure 5).
Step 02: Once audio is inserted, it will automatically take you to AUDIO TOOLS > PLAYBACK
>Audio Options (top middle). In Audio Options click Start: Automatically (from dropdown
menu); Play Across Slides; and Hide During Show (see Figure 6).

Figure 5. Audio Tab - insert audio options. Figure 6. Make changes in Audio Options.

Step 03: Click ANIMATIONS from the menu tab, under Audio Tools click on Animation Pane. The
inserted audio should appear with a dropdown menu next to it. Click on the dropdown menu
(see Figure 7).
Step 04: From the drop down menu, click Start After Previous, then Effects Options. In Effects
Options confirm “Start Playing: From beginning” and “Stop Playing: select the number
slides you would like the music to be played and click OK (see Figure 8).
Step 05: ENJOY! Your “Adapted DANCE Simulator” it is ready to go! Go to SLIDE SHOW and
click on From Beginning.

Figure 7. Opening the Animation Pane. Figure 8. Audio insert dropdown menu.

Vol. 29, No. 1  | 2015 |  PALAESTRA   9

 PRACTICAL POINTER
ary 8, 2008 with the intent to build and strengthen the underlying
skills needed to successfully participate in Dance Dance Revolution
(Judge, 2011). NOTE: The step-by-step instructions in the figures
demonstrate “how to create a basic version of the Adapted DANCE
Simulator.” Keep in mind the sky is the limit—BE CREATIVE! Di-
rectional arrows could be replaced with letters, numbers, words,
shapes, animals, special interests, and much more.
Selected References
Bertollo, M., Berchicci, M., Carraro, A., Comani, S., & Robazza, C. (2010).
Blocked and random practice organization in the learning of rhythmic
dance step sequences. Perceptual and Motor Skills, 110(1), 77–84.
Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching
Elementary Children with Autism: Addressing Teacher Challenges and
Preparation Needs. Rural Educator, 33(2), 27–35.
Judge, J. P. (2011). Autism: Oh the Possibilities in Physical Education.
AAPAR Adapted PE Webinar Series on Autism; Reston, VA. November
10, 2011.
Mohnsen, B. (2005). Dance dance revolution: The next big technology de-
vice. Teaching Elementary Physical Education, 16(2), 36–39.
Montalbano, E, (2009. June), Forrester: Microsoft Office in no danger from
competitors. PC World. Retrieved from http://www.pcworld,com/busi-
nesscenter/article/166123/
Obrusnikova, I., & Dillon, S. R. (2011). Challenging situations when teach-
ing children with autism spectrum disorders in general physical educa-
tion. Adapted Physical Activity Quarterly, 28,113–131.
Staples K. L., & Reid, G. (2010) Fundamental movement skills and autism
spectrum disorders. Journal of Autism and Developmental Disorders,
40: 209–217. doi.10.1007/s10803-009-0854-9
Todd, T., & Reid, G. (2006). Increasing Physical Activity in Individuals with
Autism. Focus on Autism and Other Developmental Disabilities, 21(3),
167–176.
Joann Judge is a doctoral student in adapted physical
education in the Kinesiology Department at the University
of Virginia. She had conducted workshops and webinars
in the area of autism and physical education, and she is
currently working on her dissertation on the use of visual
modeling for children with autism in physical education.

Dance/Movement Therapy and Autism:

Dances of Relationship
In a dance/movement therapy lecture produced for the public by the American Dance
Therapy Association, Dr. Christina Devereaux explains the unique capacity of dance/
movement therapy to work directly with the core deficits of autism.
It is important to note that there are many sources on the Internet and on Youtube that
casually use the term “dance therapy” or “movement therapy” for their dance classes. There
is a difference between a dance class that produces “therapeutic” benefits and the mental
health profession of “dance/movement therapy.” Dr. Devereaux is a board certified dance/
movement therapist and an expert in this field.
An excerpt from her talk:
“There is a true reality here. The lack of social reciprocity from children with autism as well as their
behavioral disturbances and language deficits, tends to make this disorder difficult and stressful for
parents in a manner that is different from other developmental disorders. Parents rely as much on
the child’s communication signals as the child relies on the parent’s signals. So, the loss of this en-
gagement and intentional, interaction can feel devastating. Unfortunately, there is no treatment
right now that can address the “biology” of autism, but dance/movement therapy can certainly
directly address this deep “human effect” of autism. By helping parents experience how to attune,
join, connect, and understand their child through the use of nonverbal language, Dance/move-
ment therapy can support parents in forming warm, empathic and satisfying relationships with their
children.”

April is Autism Awareness Month. If you know someone who would benefit from this
information, please share. Relationships matter. Dance/movement therapy can help. (Source:
Lora Wilson Mau, MA, BC-DMT, Retrieved from dancetherapy.wordpress.com)

10  PALAESTRA  |  2015  |  Vol. 29, No. 1

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