Uploaded Activities Formatting

Katherine McGinnis

a. 20 questions
b. Sources for your activity and for your adaptations (APA citations)
Deafness and hearing loss. (n.d.). Retrieved December 10, 2017, from
http://www.who.int/mediacentre/factsheets/fs300/en/

Nikam, K. (2015, July 01). Therapy Game for Children With Hearing Disabilities (Stanford
University). Retrieved December 10, 2017, from http://aac-
rerc.psu.edu/wordpressmu/RESNA-SDC/2015/06/14/therapy-game-for-children-with-
hearing-disabilities-stanford-university/

Toe, D. M., & Paatsch, L.E. (2010). The Communication Skills Used by Deaf Children and
Their Hearing Peers in a Question-Answer Game Context. Journal of Deaf Studies and
Deaf Education, 15 (3), 228-241. Doi:10.1093/deafed/enq006
https://academic.oup.com/jdsde/article/15/3/228/425339
c. Equipment needed: none

d. Activity Description following guidelines for task analysis. How will you explain to your
participants how the activity will go?
1. Determine which person is going to be It they are the person who decides on the
thing the others are trying to guess.
2. The person who is It comes up with a thing for others to guess. It can be anything,
but if they choose something too hard to guess it is not as fun for the other players to play.
They also dont want to choose something too obvious because the game will be over too
quickly causing the person who is it to lose.
3. Next the group should designate one person to be responsible for counting how
many questions are asked and let the group know when they are getting closer to twenty.
4. Now the guessers take turn asking questions. The questions they ask have to be
questions that are answered with either yes or no. When asking questions, the guessers dont
want to guess the thing immediately. They want to start with questions that are very broad and
then narrow the questions down. They want to save their last couple questions for guessing the
actual thing. If they dont guess it by the twentieth question they lose and the person who is
It wins.
5. The person who guessed what the thing was gets to be It in the next game so that
they get to choose what the new thing will be.
e. Primary interaction pattern(s) Derived from your activity analysis, which should be
attached.
*Note: Two different types of activity analyses forms will be used. For your first two activities,
use Stumbo and Peterson and for your third activity use Porter.

f. One researched adaptation specific to a disability group. Be specific. For example, saying
someone has anger issues is not a disorder. However, a person with anger issues might be
diagnosed with conduct disorder. You may not use a particular disability or disorder more than
one time.
Twenty questions is a great game to adapt for children who are either born
deaf or are developing a hearing loss. The way to adapt this game would be to
write down every question that is asked. This can help develop their lip reading
abilities because they will physically see them ask the question and then be able to
read it. Lip reading is an important skill to learn for children who are deaf because
not everyone knows sign language and it is a technique that is used everyday in the
community and in the mainstream classroom. Children who are born deaf have a
hard time learning language and twenty questions can help develop their
vocabulary through asking and answering questions. Being deaf or becoming deaf
can cause a feeling of loneliness and isolation when they are having a hard time
communicating (Deafness, nd.). Adapting this game for children who are deaf can
help them to be more included with their peers and potentially develop friendships.

https://www.youtube.com/watch?v=q4Z2LsfEH2w