TME Tuesday: Hot and Cold

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One of my favorite things to do with my clients is to take games that I know and love and adapt them to something that addresses therapeutic goal development. This game is one that my clients (most of them, at least - the ones yesterday weren't very interested, but that's typical for them) seem to enjoy. They seem to enjoy the featured roles - hider and seeker - but not so much about the giving clues part...

I use a small, stuffed Grover character for my hiding purposes, but we have also played this game using different instruments. Enjoy!!



Therapeutic Music Experience 
Hot and Cold
Mary Jane Landaker, MME, MT-BC 

Purpose: To address audio discrimination skills; nonverbal communication; graded responses; impulse control through following rules; following directions; volume control; social interaction.

Source: Traditional children’s game adapted for music therapy session by Mary Jane Landaker, MME, MT-BC

Materials: Object to hide and separate space for “IT” to be away from the group

Environment: Large room with lots of places to hide a small object

Procedure: R = Reinforcement opportunities; C = Redirection/Cue opportunities; A = Assessment
  1. Explain rules of the game to clients
    1. One person leaves the area and hides his/her eyes
    2. Another person hides the item in an area accessible to all clients – with one small piece showing
    3. Group “tells” the seeker where the item is hidden using clapping. No words, no gestures.
    4. When seeker is far away, claps are quiet
    5. When seeker is close, claps are loud
  2. C= Choose client to leave room
  3. Ensure that you remember who is the first to leave the room as this person will be the last hider
  4. Choose client to hide item
  5. C= provide prompting and reminders if needed
  6. R= reinforce client responses and compliance with the rules using nonverbal methods
  7. Remind clients of sound clues by asking them to identify the location of the seeker in relation to the item when seeker enters the room
  8. Call seeker into the room
  9. C= provide sound cues to seeker
  10. R= reinforce clients who are able to provide appropriate cues to the seeker
  11. Support seeker until he/she finds the item
  12. Repeat steps 2-11 until time runs out or clients show signs/symptoms of burnout, fatigue, or disinterest

Therapeutic Function of Music: The sounds provide the primary means of communication to the seeker.

Adaptations:
  • Use large item for clients who require more cognitive support
  • Use small item for clients who require less cognitive support

Extensions:
  • Repeat through the group
  • Place the item on a moving object who moves around the room

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