Overview
Understanding Problems
Learning Social Rules
Establishing Relationships
FAR Ideas
Using FAR at Home
Getting Started & Intro
Find the Key
Guidance
Activity Sheets
Library of Activity Sheets
GoFAR Forms
Do2Learn Resources
 
 

Activity Sheets

All Activity Sheets have 7 parts described below. Since the steps can be used in practice by the parent, teacher, therapist, or anyone working with a child, the term ‘trainer’ has been used wherever they indicate steps for the instructor to follow. The instructions were designed to be used in different settings so in some cases the Act stage will involve practice with a doll or figure rather than doing the action for real. If the activity is difficult, the parent may choose to use a doll or practice situation rather than doing it for real the first few times. For example, if getting dressing has physical challenges, dressing a doll for a few times may teach the steps and concepts before practicing dressing in a real situation.

Title: Blue text at page top gives the key action being practiced. In this example that is “Getting up in the Morning-Breakfast”

Supplies: What the trainer might have on hand to start. This, like all items on the sheet, may need to be customed depending on what a child normally eats for breakfast.

Activity: Before beginning, the trainer discusses the FOCUS AND PLAN, ACT, and REFLECT ideas with the supplies. This is usually a hands-on section where the child gets to pick up and discuss the objects that will be involved and how they are used and also hear the trainer remind them that we are going to lay out our steps first, as in the games just played.

  1. Focus and plan: The child may already have ideas on how to plan breakfast but the trainer should guide where needed with questions. The example gives some you can try. The idea is not to lay out the steps for the child but have him/her think about what will be needed and together discuss a plan. Include anything the child might have overlooked, like rinsing and putting the bowls and utensils in the sink afterwards to clean up.  This again should be customized for the details of the particular child.
  2. Act: Here is where the child would actually prepare, eat, and clean up if in the home. For tricky situations the parent or teacher may choose to practice with a doll first, laying out the imaginary food and helping the doll clean up. Practicing with a third person can remove some of the stress initially until the steps become known and comfortable for the child.
  3. Reflect: The trainer can lead the child in remembering what was just done. Video games often do this as a reinforcer to let the user congratulate themselves on their success while reviewing the actions. It also lets you insert some other variables, such as the ones in the example where the normal items may be missing or you may not have time for all steps. Variations in the activity allow more generalization.
  4. Planning for Generalization: If you are doing this at home and you have not used a doll for initial practice, you can ignore this step.  However, if you were doing this at school or did not actually do the actions but did the steps with a doll, this is a good time to discuss the differences in the plan you just did and what would change when you make breakfast at home for yourself.  Ideally, generalization is the final success step and, since it may be trickier and more detailed than the actions before this, will need more practice, extra steps, and more assistance to master. The goal is for a child to first become comfortable with a new independent activity before implementing it in many different situations. Generalization is the trickiest part of the Activity Sheet.