Anda di halaman 1dari 2

Rachel Albert

Activity #2

1. The Ah, Um Game

2. S. (2010, August 6). The Ah, Um Game. Retrieved March 7, 2018, from
S. (2008, December 26). Great Group Games Blog. Retrieved March 07, 2018, from
Team, T. U., & Johnson, K. (2014). Understanding Your Child's Trouble With Spoken
Language. Retrieved March 07, 2018, from
3. Equipment needed: List of topics/idea, timer or watch; List of Topic Ideas:
-Favorite Movie
-Favorite Animal
-Best Gift
-Favorite TV Show
-What did you do last week?
-Summer Activities
-Birthday Party
-What would you do with $10,000?
-What do you want to be when you grow up?
-What is your favorite activity?
-What is your favorite dessert?

4. Sitting in a circle have each person take turns answering a question or topic given to
them. The person then has thirty second to one minute to describe the item. If the child
says the word "Um', pauses for more than five seconds, or uses another word such as
"ah", "so" or “like”, they will wait until the next round to participate and try again. The
more times you have to try the more points you receive. If the person is successful at
answering or describing the question or topic he/she will receive 0 points. The person
with the least amount of points (tries), wins. Peers will be encouraged to raise their hands
if they hear "Um" or count five seconds of silence.

5. Primary interaction pattern(s): One of the primary interaction patterns for this activity is
extraindividual. The action is directed toward an object (question or topic) and not at another
person. It is also aggregate because everyone is together directing the action toward an
object. I also think it’s interindividual because there is a competitive nature being directed at
each other to try to get the least amount of points.
6. Adaptation: Expressive language disorder: also known as developmental expressive aphasia.
Someone who has this disorder makes it hard to put thoughts and feelings into words. Kids
who have it are often late to talk and don’t “catch up” on their own. Kids with expressive
language disorder often have a limited vocabulary. They may leave out key words from
sentences and mix up tenses.
The adaptation for the activity would be 3 things. I could switch the list of topics/ questions
to actual objects so the person has something right in front of them to hold and look at. The
second adaptation would give more time to the individual with the disorder. Lastly, I could
provide a list of adjectives/nouns for the individual who may have trouble thinking of words,
as long as they are using them correctly.