U.S. patent application number 10/828682 was filed with the patent office on 2004-10-28 for social skill builder game.
Invention is credited to Farmer, Elizabeth A..
Application Number | 20040212149 10/828682 |
Document ID | / |
Family ID | 33303211 |
Filed Date | 2004-10-28 |
United States Patent
Application |
20040212149 |
Kind Code |
A1 |
Farmer, Elizabeth A. |
October 28, 2004 |
Social skill builder game
Abstract
A developmental board game and method are provided that include
a playing surface with a plurality of spaces, one or more player
tokens, and a manner to determine how many spaces to proceed.
Corresponding to the spaces where a player "lands" are various
cards of distinct types. The type of questions and directions on
the cards permit a balanced and somewhat controlled reaction and
interaction between the players themselves and the monitoring
teacher or psychologist. The board game is particularly, but not
exclusively, adapted to develop and improve behavior skills for
children and adults with developmental disabilities. These
disabilities may include ones such as Mental Retardation, Autism,
Asperger's Syndrome, Down's Syndrome, Cerebral Palsy, and Spina
Bifida. The Social Skill Builder games are specifically designed as
an educational tool to help teach appropriate social skills,
problem-solving, turn-taking, commenting, and peer interaction to
children and adults with developmental disabilities.
Inventors: |
Farmer, Elizabeth A.;
(Anderson, IN) |
Correspondence
Address: |
RITCHISON LAW OFFICES, PC
John D. Ritchison
Suite A
115 East Ninth Street
Anderson
IN
46016-1509
US
|
Family ID: |
33303211 |
Appl. No.: |
10/828682 |
Filed: |
April 21, 2004 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
60465139 |
Apr 24, 2003 |
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Current U.S.
Class: |
273/242 |
Current CPC
Class: |
A63F 3/00006 20130101;
A63F 3/0478 20130101; A63F 2003/0489 20130101; A63F 2003/00018
20130101; A63F 2009/0007 20130101 |
Class at
Publication: |
273/242 |
International
Class: |
A63F 003/00 |
Claims
What is claimed as new and desired to be protected by Letters
Patent is:
1. A non-competitive and educational board game device for use by
at least one player, comprising: (a) a playing game board surface
divided into a plurality of predetermined spaces, each of the
spaces being categorized into a plurality of activity types; (b) a
token for each player to identify and track on which of the spaces
the player is located; (c) a chance device for indicating a random
number of spaces for the player to advance during the player's
turn; (d) a plurality of cards that correspond to each of the
activity types whereby the cards describe an interactive activity
for the player to perform; and (e) a monitoring person to receive
the performance of the player and to interact with the player
whereby people with Autism, Asperger's Syndrome, Downs Syndrome and
other disabilities can develop and improve their social skills.
2. The board game according to claim 1 wherein the activity
categories include "What If?", "Go Do!" and "Mirror" type
activities.
3. The board game according to claim 1 wherein the game is
simulated and played on a computer.
4. The board game according to claim 1 wherein the chance devices
include a six-sided die, a spinner, and a bag of numbers.
5. The board game according to claim 1 wherein the activity
categories are indicated on the game board by simple, geometric
figures.
6. The board game according to claim 1 wherein the activity spaces
are represented by simplified art in order to avoid distracting
players from the activity cards and social skill improvements.
7. A method for developing and improving social skills in disabled
people, comprising the steps of: (a) depicting a pathway on a game
board which has categorized a plurality of activity spaces; (b)
presenting a method to advance around the game board by a chance
device; (c) providing tokens for players to indicate and track
their respective location on the spaces of the game board; (d)
providing activities for each of the activity spaces in order to
permit the player to interact with the other players and monitoring
person; and (e) permitting feedback from other players and the
monitor to the player whereby the activity and feedback improve and
enhance the social skills for people with Autism, Asperger's
Syndrome, Downs Syndrome and other disabilities and help them to
develop and improve their social skills.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] This application claims the benefit of Provisional Patent
Application Serial No. 60/465,139, filed Apr. 24, 2004 by the
present inventor and titled "SOCIAL SKILL BUILDER GAME".
FIELD OF INVENTION
[0002] The present educational board game relates to the field of
games used to improve behavior skills for children and adults with
developmental disabilities. The features described in this board
game will permit persons affected by these disabilities to navigate
the unpredictable world that one faces with these disabilities.
Specifically addressed are methods to address the impaired
communications and social skills that this special group faces on a
daily basis.
FEDERALLY SPONSORED RESEARCH
[0003] Not Applicable
SEQUENCE LISTING OR PROGRAM
[0004] Not Applicable
BACKGROUND OF THE INVENTION
FIELD OF INVENTION
[0005] The new board game described in this specification is an
educational board game that is designed to help teach appropriate
social skills, problem-solving, turn-taking, commenting, and peer
interaction to children and adults with developmental
disabilities.
BACKGROUND OF THE INVENTION
A. INTRODUCTION OF THE PROBLEMS ADDRESSED
[0006] A DEVELOPMENTAL DISABILITY is a disability normally acquired
prior to the age of twenty-two (22) years that affects cognitive,
social, communication, and adaptive skills and behaviors. Some
common developmental disabilities include: Mental Retardation,
Autism, Asperger's Syndrome, Down's Syndrome, Cerebral Palsy, and
Spina Bifida.
[0007] This new board game likely will be especially useful in
teaching better social interactions, problem-solving skills, and
game-playing skills to individuals on the Autism Spectrum.
Individuals on the Autism Spectrum are those people who have a
diagnosis of Autism, Asperger's Syndrome, and/or Pervasive
Developmental Disorder. Individuals with diagnoses of this spectrum
suffer from impairments in the areas of communication, social
interactions, and restricted/repetitive behaviors. It has been
hypothesized that individuals on the Autism Spectrum have not
developed Theory of Mind. Theory of Mind is simply the
understanding and knowledge that others have thoughts and feelings
different from their own. One reason this is so difficult for these
individuals, is that they are unable to effectively read facial
cues. Finally, individuals with Autism Spectrum disorders and
Developmental Disabilities have significant problems in developing
peer interactions and friendships.
B. PRIOR ART
[0008] Many avenues of developmental games are sought after to help
people in general to improve their basic skills. These normally
develop important skills in a fun and often competitive manner.
However, the average development board game involves many pieces,
intricate rules and scoring, and a competitive environment. Several
of these are known for this purpose.
[0009] Examples of prior board game innovations begin with U.S.
Pat. No. 1,635,734 issued to Ziegler (1927). This teaches an
educational board game involving spaces and game pieces. Players
advanced if they answered questions about history and people
correctly and competed to reach the goal first. A U.S. Pat. No.
2,026,082 issued to Darrow (1935) teaches the well-known classical
game of Monopoly. Here, a highly competitive game is presented with
spaces, advancement by chance, activity cards, and money. Players
learn trade and bartering in a real estate setting.
[0010] Other examples include a U.S. Pat. No. 3,782,009 issued to
Darnell (1974) which teaches a behavior modification device. Here
the device tracks classroom behavior and scholastic achievement of
many individuals concurrently in a competitive manner. The device
is open to the view of the participants and others for a long
period of achievement tracking. A method and device U.S. Pat. No.
4,440,396 issued to Frudakis (1984) teaches a board game primarily
to encourage adherence to a self improvement system, particularly a
diet.
[0011] An educational and diagnostic tool is taught in U.S. Pat.
No. 5,533,902 issued to Miller (1996). This tool focused on skills
of matching, classifying and labeling does target disabled
individuals for mainly visual feedback and manual manipulation and
not social skills. A complex game in U.S. Pat. No. 5,882,008 issued
to Siegesmund (1999) teaches a board game where players choose to
answer subjective and objective questions. They compete to advance
by correctly answering questions posed by cards that correlate to
the game board spaces. Another U.S. Pat. No. 5,988,642 issued to
Ziemba (1999) teaches a safety board game. The game involves
intricate pieces, a fancy board setting and pa fantasy journey
taken by players around a "town" depicted on the board. Players
make a "stop or go" decision as they progress.
[0012] A complex game that teaches character and value development
was issued in U.S. Pat. No. 6,120,028 to Boyer (2000). This game
involves intricate pieces, critical thinking, and a journey around
a town on the game board. It provides some interaction and examples
of complex questions for players to answer. Another safety board
game in U.S. Pat. No. 6,120,296 issued to Lim (2000) teaches a
competitive educational board game. Players receive tokens for
right answers and compete to exchange tokens for cards in order to
collect enough cards to "win" the game. This is a difficult, highly
complex board game.
[0013] A non-competitive memory game in U.S. Pat. No. 6,270,077 B1
issued to Cohen (2001) teaches a game focused on Alzheimer's
patients and their basic memory enhancement. The board game focuses
on cards that help players recall memories and facts. The cards are
selected in correspondence with the type of specific things
generally depicted by the game board spaces. Another board game
protected by U.S. Pat. No. 6,398,222 B1 issued to Everett (2002) is
aimed at developing and enhancing motor skills. It teaches this by
having game pieces of various geometric shapes and focused
primarily on physical therapeutic improvements.
[0014] Numerous innovations and improvements to developmental board
games have been provided in prior art that are adapted to be used.
However, even though these may be suitable for the specific
purposes to which they address, they would not be suitable for
developmental skill building for persons with disabilities. The
present board game as described focuses on building skills with an
organized method and game that has not heretofore been addressed by
prior art.
SUMMARY OF THE INVENTION
SUMMARY
[0015] This new board game shows examples of at least two Social
Skill Builder games specifically designed to address the
developmental disabilities described in the above background. These
games consist of fairly standard board game apparatus--a game board
with a plurality of spaces, one or more player tokens and a manner
to determine how many spaces to proceed. Corresponding to most of
the spaces where a player "lands" are various cards of distinct
types. The type of questions and directions on the cards permit a
balanced and somewhat controlled reaction and interaction between
the players themselves and the teacher or psychologist that is
monitoring the activity.
[0016] The Social Skill Builder games are designed to be played
using adult moderators and non-disabled peers. The non-disabled
peers will serve as role-models for the disabled players, and
playing the game is intended to help foster some friendships and
better understanding between players. This use of non-disabled
peers differs from many of the games used in the field today.
OBJECTS AND ADVANTAGES
[0017] Accordingly, there are several objects and advantages of the
developmental board game. This new development game satisfies a
long felt need to have a way to create opportunities to improve
communication and social skills in short periods of time with
controlled learning. The total time to set-up the game, create and
use the learning session and to complete the game can be
accomplished in thirty minutes. The attention span of some
participants has prevented behavior skills building from being
accomplished by other development games of past years.
[0018] This new board game is simple and inexpensive to
manufacture. Because it is composed of easily adapted core cards,
the need to specialize a game for an individual or small group is
avoided. The similarities of the two examples shown below provide
economies of scale during the manufacturing of the games.
[0019] This new board game, by the use of the mirror in Social
Skill Builder Level I, assists in teaching an individual the
ability to express and read facial cues. By having this ability,
individuals on the Autism Spectrum are permitted to reduce the
amount of errors they often make when interacting with others.
[0020] Another improvement to the behavior development game
involves targeting special cards for the different age groups.
Level I targets a younger set of developmentally disabled persons.
Level II is targeted for older teens and adults.
[0021] Other advantages and additional features of the present
board game will be more apparent from the accompanying drawings and
from the full description of the board game. For one skilled in the
art of development games for disabled persons it is readily
understood that the features shown in the two examples with this
board game are readily adapted to other similar type disabilities
across varying age groups.
DESCRIPTION OF THE DRAWINGS--FIGURES
[0022] The accompanying drawings, which are incorporated in and
constitute a part of this specification, illustrate embodiments of
the present board game that are preferred. The drawings together
with the summary description given above and a detailed description
given below serve to explain the principles of the board game. It
is understood, however, that the board game is not limited to the
precise arrangements and instrumentalities shown.
[0023] Please Note that FIG. 1, FIG. 2 and FIG. 3 are Used in the
SOCIAL SKILL BUILDER LEVEL I.
[0024] FIG. 1 is top view of the SOCIAL SKILL BUILDER LEVEL I
generally showing the game board.
[0025] FIG. 1A is a top view of the SOCIAL SKILL BUILDER LEVEL I
"Game Board" that delineates the various spaces, the placement of
the cards and the Start/Finish positions.
[0026] FIG. 2 shows the relationship between the various spaces and
the corresponding deck of cards a player uses to determine his task
to perform in SOCIAL SKILL BUILDER LEVEL I Game.
[0027] FIG. 3 shows an ordinary hand mirror that is used as part of
the SOCIAL SKILL BUILDER LEVEL I Game.
[0028] Please Note that Apparatus and Table Shown in FIG. 4, FIG. 5
and FIG. 6 are Used in any of the SOCIAL SKILL BUILDER Games by the
Players and the Teacher/Psychologist, without Regard to the
Level.
[0029] FIG. 4 shows various types of "game pieces" or tokens that a
player may use to mark his location during the game.
[0030] FIG. 5 shows a set of three different ways to determine how
many spaces a player advances--by use of a die, a spinner or a bag
with a series of numbers.
[0031] FIG. 6 is a table of the General Process used to complete
any of the SOCIAL SKILL BUILDER Games by the players and the
Teacher/Psychologist.
[0032] Please Note that FIG. 7 and FIG. 8 are Used in the SOCIAL
SKILL BUILDER LEVEL II.
[0033] FIG. 7 is a top view of the SOCIAL SKILL BUILDER LEVEL II
"Game Board" that shows the various spaces, the placement of the
cards and the Start/Finish positions.
[0034] FIG. 8 shows the relationship between the various spaces and
the corresponding deck of cards a player uses to determine his task
to perform in SOCIAL SKILL BUILDER LEVEL II Game.
[0035] Please Note that FIG. 9 and FIG. 10 ALTERNATIVE EMBODIMENTS
OF THE SOCIAL SKILL BUILDER LEVEL I AND II.
[0036] FIG. 9 is a top view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL I "Game Board" that has simplified markings to
delineate the various spaces.
[0037] FIG. 10 is a top view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL II "Game Board" that has simplified markings to
delineate the various spaces.
[0038] FIG. 11 is a view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL Game Board that has been incorporated a
computerized version.
DESCRIPTION OF THE DRAWINGS--REFERENCE NUMERALS
[0039] The following list refers to the attaches drawings:
[0040] 21 game board for Level I
[0041] 21A simplified art--game board for Level I
[0042] 22 start space for all Levels
[0043] 23 go/do activity space for Level I
[0044] 23A simplified art--go/do activity space, Level I and II
[0045] 24 what if activity space for Level I and II
[0046] 24A simplified art--what if activity space, Level I and
II
[0047] 25 mirror activity space for Level I
[0048] 26 free space for all Levels
[0049] 27 finish space for all Levels
[0050] 28 go/do card spot for Level I
[0051] 28A simplified art--go/do card spot for Level I
[0052] 29 what if card spot for Level I and II
[0053] 29A simplified art--what if card spot for Level I and II
[0054] 30 mirror card spot for Level I
[0055] 31 go/do cards for Level I
[0056] 31A simplified art--go/do cards for Level I (not shown)
[0057] 32 what if cards for Level I
[0058] 32A simplified art--what if cards for Level I (not
shown)
[0059] 33 mirror cards for Level I
[0060] 34 hand mirror for Level I
[0061] 35A-G game pieces for Level I and II
[0062] 36 single dice piece for all Levels
[0063] 37 spinner mechanism for all Levels
[0064] 38 bag of numbered pieces for all Levels
[0065] 39 go/do activity space for Level II
[0066] 41 safety activity space for Level II
[0067] 42 go/do card spot for Level II
[0068] 44 safety card spot for Level II
[0069] 45 game board for level II
[0070] 45A simplified art--game board for level II
[0071] 56 go/do cards for Level II
[0072] 46A simplified art--go/do cards for Level II (not shown)
[0073] 47 what if cards for Level II
[0074] 47A simplified art--what if cards for Level II (not
shown)
[0075] 48 safety cards for Level II
[0076] 49 computer terminal with interactive game
DETAILED DESCRIPTION OF EMBODIMENTS
[0077] The present board game is a SOCIAL SKILL BUILDER GAME that
helps teach appropriate social skills, problem solving,
turn-taking, commenting, and peer interaction to children and
adults with developmental disabilities. The improvement over the
existing art will be readily understood by those teachers or
psychologists that work in this developmental area. The development
game can be readily used with persons having varying degrees of
developmental disabilities.
[0078] There are shown in FIGS. 1-11 complete operative embodiments
of this board game. The board game generally relates to games
consisting of fairly standard board game apparatus--a game board
with several spaces, player tokens and a manner to determine how
many spaces to proceed. However, the novelty and key to the
usefulness in developing impaired persons are the method used in
monitoring the game and the distinct types of the various cards
corresponding to most of the spaces where a player "lands" during
the operation of the game.
[0079] The preferred embodiments of the board game consist of a few
parts shown in the accompanying drawings.
[0080] FIG. 1 is a top view of the SOCIAL SKILL BUILDER LEVEL I
generally showing the game board.
[0081] FIG. 1A is a top view of the SOCIAL SKILL BUILDER LEVEL I
"Game Board" that delineates the various spaces, the placement of
the cards and the Start/Finish positions. The Game Board 21, which
is shown, is a substantially rigid member having a substantially
flat playing surface and a rectangular shape. The board 21 can be
constructed so as to fold into a smaller shape, for instance in
half, or quarters or to comprise part or all of a section of a box
containing the entirety of the board game. As shown in FIG. 1A, the
board is laid out open and substantially flat.
[0082] An example might be one of thirty-four (34) spaces showing
the complete course. There is one START/FINISH space 22 and thirty
three other labeled spaces. The labeled spaces include distinct
types of activity spaces like
[0083] In FIG. 1A, the example game board 21 shown is comprised of
a plurality of spaces with several distinct types. An example might
be one thirty-four (34) spaces showing the complete course. There
is one START/FINISH space 22 and thirty three other labeled spaces.
The labeled spaces could include
[0084] a.) twelve (12) GREEN activity spaces--"Go Do!" 23.
[0085] b.) twelve (12) ORANGE activity spaces--"What If" 24.
[0086] c.) six (6) WHITE activity spaces--"Mirror" 25. And
[0087] d.) three (3) FREE spaces 26.
[0088] In the Start Space 22, along one edge, is shown the FINISH
line 27. One skilled in the art appreciates the total number of
spaces, the number of differentiated types of spaces (Green,
Orange, White and Free) and the respective number of each type may
vary without effecting the scope and spirit of the development
game.
[0089] Interior to the course spaces (that are on the perimeter of
the game board) are distinct card location "spots" identified like
the distinct card types for placing the respective decks of cards
used in the operation of the game. The example shows a GREEN card
spot "Go Do!" 28; an ORANGE card spot "What If?" 29; and a WHITE
card spot "Mirror" 30.
[0090] FIG. 2 shows the relationship between the various labeled
spaces, the card spots and the corresponding decks of cards a
player uses to determine his/her task to perform in SOCIAL SKILL
BUILDER LEVEL I Game. Each color-coded space and card spot has a
unique corresponding deck of cards that contains the task for one
to perform if or when he/she has landed on that specific colored
space. An example correspondence is shown in the following
table.
1TABLE A Correspondence of Spaces, Spots and Task Decks Level I -
Board 21 Color GREEN ORANGE WHITE Course Go Do!, 23 What If?, 24
Mirror, 25 Activity Space Game Board Spot, 28 Spot, 29 Spot, 30
Interior Spot Deck of Cards Deck, 31 Deck, 32 Deck, 33
[0091] Examples of the various tasks for SOCIAL SKILL BUILDER LEVEL
I Game are shown in the following table.
2TABLE B Examples of Level I Tasks by Card Type GO DO!-GREEN WHAT
IF?-ORANGE MIRROR-WHITE Say 1 thing that makes If you bump into
Look in the you feel happy. someone in line, what mirror and should
you say? introduce yourself. Give someone else a If you don't
understand Make a sad face compliment. how to do your school in the
mirror. work what should you do? Say 1 thing it would be How would
you feel if Make a mad face ok to do if you were someone said, "You
are in the mirror. mad. stupid? Say something you like If you want
to play Make a tired face about someone else with other kids at in
the mirror. playing the game. recess, what should you do? Tell
someone thank you If you saw someone Make a happy face for playing
this game crying, what could you in the mirror. with you. do to
help? Ask someone what their If you feel mad or Look in the
favorite color is. upset, you should say mirror and make . the face
you should when someone says "Hi!" to you. Say 1 way it would be If
you see someone who Ask someone to ok to ask for a BREAK. you think
needs to be make a face. on a diet, should you Make the same tell
them? Why or Why face in the not? mirror and say what kind of face
it is. Introduce yourself to What should you say if Ask someone to
someone. you accidentally hurt make a face. someone's feelings?
Make the same face in the mirror and say what kind of face it is.
Ask someone what their If a stranger knocks on Ask someone to
favorite thing to do your door at home, what make a face. is.
should you do? Make the same face in the mirror and say what kind
of face it is. Tell someone 1 thing If it gets too loud for Look in
the you did today. you, what can you do? mirror and SMILE. Look in
the mirror and FROWN. Do these look different? Say 1 thing that
makes If you know the answer Look in the you mad. to a question in
mirror and say 2 school, what should you things about your do?
face. Show how you would If you're not sure Look in the ask someone
to play about saying something mirror and say 1 with you. that
might hurt someone thing you like else's feelings, what about
yourself. should you do? Ask someone what their If you do not win
this Look in the favorite food is. game, what should you mirror and
say 2 say to the person who things about does? your face. Ask
someone what their If someone is teasing Look in the favorite movie
is. you at school, what mirror and think should you do? about
something you like. How does your face look? Name 2 things you can
If someone is playing Make a SCARED do to help yourself with
something that you face in the Feel calm. want what should you
mirror. do?
[0092] FIG. 3 shows an ordinary hand mirror 34 that is used as part
of the SOCIAL SKILL BUILDER LEVEL I Game. The mirror provides
immediate feedback on facial cues when used with tasks directed
from Mirror cards from deck 33 described above.
[0093] FIG. 4 shows various types of "game pieces" or tokens that a
player may use to mark his location during the game. These are
several representative types of pieces or tokens 35A through 35G in
the illustration.
[0094] FIG. 5 shows a set of three different ways to determine how
many spaces a player advances--by use of a single die 36, a spinner
37 or a bag with a series of numbers 38. Any suitable chance
determining element may be provided for the operation of the game.
Those represented are illustrative and not limiting in nature.
[0095] FIG. 6 is a table of the General Process used to complete
any of the SOCIAL SKILL BUILDER Games by the players and the
Teacher/Psychologist, without regard to the Level. It serves again
as illustrative and not limiting in the steps shown for any Level
of the board game.
[0096] FIG. 7 is a top view of the SOCIAL SKILL BUILDER LEVEL II
"Game Board" that shows the various spaces, the placement of the
cards and the Start/Finish positions. The Game Board 45, which is
shown, is a substantially rigid member having a substantially flat
playing surface and a rectangular shape. The board can be
constructed so as to fold into a smaller shape, for instance in
half, in quarters, or to comprise part or all of a section of a box
containing the entirety of the board game. As shown in FIG. 7, the
board is laid out open and substantially flat.
[0097] In FIG. 7, the example game board 45 shown is comprised of a
plurality of spaces with several distinct types. An example might
be one of thirty-four (34) spaces showing the complete course.
There is one START/FINISH space 22 and thirty three other labeled
spaces. The labeled spaces include distinct types of activity
spaces like
[0098] e.) twelve (12) GREEN activity spaces--"Go Do!" 39.
[0099] f.) twelve (12) ORANGE activity spaces--"What If" 24.
[0100] g.) six (6) WHITE activity spaces--"WHITE WITH RED CROSS"
41. and,
[0101] h.) three (3) FREE spaces 26.
[0102] In the start space 22, along one edge, is shown the FINISH
line 27. One skilled in the art appreciates the total number of
spaces, the number of differentiated types of spaces (Green,
Orange, White, and Free) and the respective number of each type may
vary without effecting the scope and spirit of the development
game.
[0103] Interior to the course spaces (that are on the perimeter of
the game board) are three distinct card spots for placing the decks
of cards used in the operation of the game. These are GREEN card
spot "Go Do!" 42; ORANGE card spot "What If?" 29; and WHITE card
spot "White with Red Cross" 44.
[0104] FIG. 8 shows the relationship between the various spaces and
the corresponding deck of cards a player uses to determine his task
to perform in SOCIAL SKILL BUILDER LEVEL II Game. Each color-coded
space and card spot has a unique corresponding deck of cards that
contains the task for one to perform if or when he/she has landed
on that specific colored space. The example correspondence is shown
in the following table.
3TABLE C Correspondence of Spaces, Spots and Task Decks Level II -
Board 45 Color GREEN ORANGE WHITE Course Go Do!, 39 What If?, 24
Red Cross, 41 Activity Space Game Board Spot, 42 Spot, 29 Spot, 44
Interior Spot Deck of Cards Deck, 46 Deck, 47 Deck, 48
[0105] Examples of the various tasks for SOCIAL SKILL BUILDER LEVEL
II Game are shown in the following table.
4TABLE D Examples of Level II Tasks by Card Type GREEN ORANGE
SAFETY Say 1 thing that If you bump into If someone wants you makes
you happy. someone in line, what to do something you should you
say? know is wrong, what should you do? Give someone else a If you
meet someone If you smell gas in compliment. new what should you
the house, name 2 say? things you should do. Say 1 thing it would
How would you feel if If your smoke alarm be ok to do if you
someone said, "Your goes off during the were mad. hair looks
weird"? night, what should you do? Say something you If you saw
someone If someone you just like about someone crying, what could
you met offers you a else playing this do? ride in their car, game.
should you go? Say 2 things that If someone teases you If there is
a you are good at. or calls you names, tornado warning and what
should you do? you are at home, where should you go? Ask someone
what If someone says If someone knocks on their favorite food
something that hurts your door, what is. your feelings, what should
you do? should you say? Tell something you If you see someone who
If someone at work have done nice for needs to be on a diet,
touches you someone. should you tell them? inappropriately, Why or
Why not? what should you do? Introduce yourself What should you say
if If you want to try a to someone. you accidentally hurt drink of
alcohol, someone's feelings? but take-other medicine, what should
you do? Ask someone what If someone has If your electricity their
favorite thing something you want, goes out, what to do is. what
should you do? should you do? Tell someone 1 thing If you see
someone If a stranger comes you did today. whose clothes don't to
your door and match, should you tell wants to use your them? Why or
Why not? phone, what should you do? Say 1 thing that If someone
wants you to If you are alone and makes you feel mad. do something
you don't start to feel sick, want to do, what should what should
you do? you say? Say 2 goals you have If you're not sure If a
friend offers for yourself. about saying something you some of
their that might hurt someone medicine, should you else's feelings,
what take it? should you do? Ask someone what If it gets too loud,
If someone tries to their favorite movie what can you do? talk you
into going is. somewhere you don't want to go, what should you say?
Say 2 things you can If you do not win this If you notice there do
if you have to game, what should you is only 1 pill left wait in
the doctor's say? in your daily office. medicine bottle, what
should you do? Ask someone 2 If someone asks to If you aren't sure
questions about borrow money from you, if something in your
themselves. but they have never refrigerator is paid you back
before, spoiled, what should what should you say? you do? Say one
way it would If you meet someone you If someone you just be OK to
ask for a want to ask on a date, met asks for your BREAK. what
should you say? address, should you tell them? Say 2 things you If
you want more Name 2 things you like about yourself. independence,
name should always do something you can work before crossing the on
getting better at. street. Name 2 things you If someone makes a If
someone calls on can do to help mistake, should you the phone and
asks yourself feel calm. always correct them? you to buy WHY or WHY
NOT? something, what should you say? Practice inviting If you have
a problem If someone hits you someone to a party you are having
trouble or tries to hurt or a dance. solving, what should you, what
you do? should you do? Tell something that If you don't understand
If something catches someone has done what your boss or staff on
fire while you nice for you. wants you to do, what are cooking,
what should you say? should you do?
[0106] FIG. 9 is a top view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL I "Game Board" that has simplified markings to
delineate the various spaces. In FIG. 9, the example game board 21A
is generally the same as the board 21 in FIG. 1 except the artwork
is simplified. Some autistic and otherwise disabled persons may be
somewhat distracted by figures and pictures. These divert part of
the attention from the development questions on the cards.
Therefore, this alternative embodiment maintains a color coded and
geometric pattern to differentiate the activity space for "Go Do!"
23A and space for "What if?" 24A. Likewise, the spots for the cards
have simplified artwork as "Go Do!" spot 28A and "What if?" spot
29A. Similarly, the actual activity cards "Go Do!" 31A and "What
if?" 32A have the simplified artwork. The questions are the same as
in the Preferred Level I embodiment described above in Table B.
Note also, the Mirror designation is maintained the same (activity
space 25, card spot 30 and card deck 33) for the Preferred Level I
and the alternative embodiment with the simplified artwork Level I.
The balance of the alternative embodiment description matches the
above description for the Level I development game.
5TABLE E Correspondence of Spaces, Spots and Task Decks Level I
Simplified Artwork - Board 21A Color GREEN ORANGE WHITE Course Go
Do!, 23A What If?, 24A Mirror, 25 Activity Space Game Board Spot,
28A Spot, 29A Spot, 30 Interior Spot Deck of Cards Deck, 31A Deck,
32A Deck, 33
[0107] FIG. 10 is a top view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL II "Game Board" that has simplified markings to
delineate the various spaces. In FIG. 10, the example game board
45A is generally the same as the board 45 in FIG. 7 except the
artwork is simplified. As with in the simplified artwork Level I
description, some autistic and otherwise disabled persons may be
somewhat distracted by figures and pictures. These divert part of
the attention from the development questions on the cards.
Therefore, this alternative embodiment maintains a color coded and
geometric pattern to differentiate the activity space for "Go Do!"
23A and space for "What if?" 24A. Likewise, the spots for the cards
have simplified artwork as "Go Do!" spot 28A and "What if?" spot
29A. These are the same for both Level I and II games with the
simplified artwork. Similarly, the actual activity cards "Go Do!"
46A and "What if?" 47A have the simplified artwork. The questions
are the same as in the Preferred Level II embodiment described
above in Table D. Note also, the Red Cross Safety designation is
maintained the same (activity space 41, card spot 44 and card deck
48) for the Preferred Level II and the alternative embodiment with
the simplified artwork Level II. The balance of the alternative
embodiment description matches the above description for the Level
II development game.
6TABLE F Correspondence of Spaces, Spots and Task Decks Level II
Simplified Artwork - Board 45A Color GREEN ORANGE WHITE Course Go
Do!, 23A What If?, 24A Red Cross, 41 Activity Space Game Board
Spot, 28A Spot, 29A Spot, 44 Interior Spot Deck of Cards Deck, 46A
Deck, 47A Deck, 48
[0108] FIG. 11 is a view of an Alternative Embodiment of SOCIAL
SKILL BUILDER LEVEL Game Board that has been incorporated in a
computerized version. Here all the described methods and
interaction are accomplished by a monitored game that is completed
on a computer terminal 49. Note that the players may be at
different locations, however a monitor or teacher needs to support
the respective players interaction and skill building as the player
performs the various activities prescribed. One skilled in the art
appreciates the method to progress around the virtual game board
and select the activities may be accomplished within the spirit and
scope of this new skill building game.
[0109] The details mentioned here are exemplary and not limiting.
Other components specific to describing a Social Skill Builder Game
for development of disabled persons may be added as a person having
ordinary skill in the field of this board game well appreciates.
The drawing and components have been focused on the added and
reconfigured parts in respect to the present board game.
OPERATION OF THE PREFERRED EMBODIMENTS
[0110] The rules and play of the developmental board game apparatus
illustrated in FIGS. 1 through 11 will now be explained.
SOCIAL SKILL BUILDER GAME LEVEL I
[0111] Object:
[0112] The object of the game is for a player to complete a round
of the game board 21 from START 22 to FINISH 27.
[0113] Players:
[0114] Two to four (2-4) players may play a game at a time. One
Adult moderator is needed to supervise, to encourage commenting and
turn-taking, to read Orange Card questions, and to make judgments
pertaining to answers of the player throughout the game. The
recommended player age is six to twelve (6 to 12) years of age.
[0115] RULES/METHODOLOGY of Playing the Game:
[0116] Players and Adult moderator sit around the board game. The
three (3) decks of cards (Green, Orange, and White) are placed face
down in L-the designated card deck spaces (Green 28, Orange 29, or
White 30) in the middle of the game board. Each player selects a
game piece and places this on the space marked "START" 22. Each
player takes a turn rolling the die 36 or using another device
similar to those shown in FIG. 5. The player with the highest
number goes first, followed by the player with the second highest
number, etc. After the player rolls the die 36, he/she moves that
many spaces on the game board in a clock-wise manner.
[0117] If the player lands on a space marked with "GREEN" 23, that
player draws the top GREEN card from the deck 31. If the player is
able to read the card themselves, this should be encouraged. If the
player is unable to read, the Adult moderator should read the card.
The player should then attempt to perform the action outlined on
the GREEN card he/she has drawn. Prior to beginning the game, a
decision should be made if the player must make GREEN card actions
toward every player playing the game or just to one player he/she
selects per turn.
[0118] If the player lands on a space marked with "ORANGE" 24,
he/she should select the top card from the ORANGE card deck 32 and
hand it to the Adult moderator. The Adult moderator should read the
question to the player. The player will need to try to provide an
appropriate/acceptable answer to the question asked. The Adult
moderator will determine if this is a correct response.
[0119] If the player lands on a "WHITE" space 25 marked with a
picture of a mirror, he/she should select the top card from the
WHITE MIRROR card deck 33. If the player is able to read the card
themselves, this should be encouraged. If the player is unable to
read, the Adult moderator should read the card. The player should
then obtain the hand mirror and attempt to perform the action on
the MIRROR card he/she has drawn. (*Periodically, it might be
beneficial for the Adult moderator to take a picture of the child
performing the expressions in the mirror to help model and
reinforce various emotions and facial expressions.)
[0120] If a player lands on a "FREE" space 26, they will be able to
choose from which deck (GREEN 31, ORANGE 32, or WHITE 33,) to draw
their card for that turn.
[0121] In all the cases shown above, if a player draws a card in
which they are unable to answer the question or perform the
action/instruction, they should remain on that game board space and
wait until it is their turn again. They should then draw another
card from the same card deck from which they drew the last time and
were unable to answer the question or perform the task. A question
must be answered correctly or an instruction/action performed
correctly before the player is permitted to roll the die again.
[0122] The preferred embodiment of the Social Skill Builder Game
LEVEL II will now be presented. The full text is similar to that of
LEVEL I above, but there are specific changes reflected for the
older Players, especially with the card contents of tasks to
complete. The repetition is therefore merited to completely explain
the embodiment of a LEVEL II game.
SOCIAL SKILL BUILDER GAME LEVEL II
[0123] Object:
[0124] The object of the game is for a player to complete a round
of the game board 45 from START 22 to FINISH 27.
[0125] Players:
[0126] Two to four (2-4) players may play a game at a time. One
Adult moderator is needed to supervise, to encourage commenting and
turn-taking, to read Orange Card questions, and to make judgments
pertaining to answers of the player throughout the game. The
recommended player age is fifteen (15) through Adult.
[0127] RULES/METHODOLOGY of Playing the Game:
[0128] Players and Adult moderator sit around the board game. The
three (3) decks of cards (Green, Orange, and White) are placed face
down in the designated card deck spaces (Green 42, Orange 29, or
White 44) in the middle of the game board. Each player selects a
game piece and places this on the space marked "START" 22. Each
player takes a turn-rolling the die 36 or using another device
similar to those shown in FIG. 5. The player with the highest
number goes first, followed by the player with the second highest
number, etc. After the player rolls the die 36, he/she moves that
many spaces on the game board in a clock-wise manner.
[0129] If the player lands on a space marked with "GREEN" 39, that
player draws the top GREEN card from the deck 46. If the player is
able to read the card themselves, this should be encouraged. If the
player is unable to read, the Adult moderator should read the card.
The player should then attempt to perform the action outlined on
the GREEN card he/she has drawn. Prior to beginning the game, a
decision should be made if the player must make GREEN card actions
toward every player playing the game or just to one player he/she
selects per turn.
[0130] If the player lands on a space marked with "ORANGE" 24,
he/she should select the top card from the ORANGE card deck 47 and
hand it to the Adult moderator. The Adult moderator should read the
question to the player. The player will need to try to provide an
appropriate/acceptable answer to the question asked. The Adult
moderator will determine if this is a correct response.
[0131] If the player lands on a "WHITE" space 41 marked with a
picture of a WHITE CROSS, he/she should select the top card from
the SAFETY card deck 48. If the player is able to read the card
themselves, this should be encouraged. If the player is unable to
read, the Adult moderator should read the card. The player should
then attempt to perform the action on the SAFETY card he/she has
drawn.
[0132] If a player lands on a "FREE" space 26, they will be able to
choose from which deck (GREEN 46, ORANGE 47, or WHITE 48) to draw
their card for that turn.
[0133] In all the cases shown above, if a player draws a card in
which they are unable to answer the question or perform the
action/instruction, they should remain on that game board square
and wait until it is their turn again. They should then draw
another card from the same card deck from which they drew the last
time and were unable to answer the question or perform the task. A
question must be answered correctly or an instruction/action
performed correctly before the player is permitted to roll the die
again.
[0134] In both of the preferred embodiments--SOCIAL SKILL BUILDER
LEVEL I game and SOCIAL SKILL BUILDER LEVEL II game the time to
complete a session will vary from thirty minutes to that amount of
time allowed by the Adult monitor. The session ends when the
allotted time is completed or one of the players crosses the finish
line. However, it is paramount to understand that this is not a
competitive game, rather a game with the specific intent to promote
participation and interaction of the players. Through that
interaction, the social and communication skills have specific
focus for the individual players and an opportunity for that
specific player to develop improvements. The alternative
embodiments shown in FIGS. 9 and 10 are played essentially the same
as described in the above rules. The primary difference is the
simplified artwork to reduce diversion of the players attention
from the activities being performed.
[0135] The board game of the present board game has been shown and
described as including a pre-printed game boards 21, 21A, 45 and
45A. Even though a simple board game is illustrated, it should be
understood that the board game could be modified to play this
electronically on a computer or across the Internet. This
alternative is shown in FIG. 11 and uses a computer terminal 49.
This would still require the game to be properly monitored by an
adult. Even as an electronic version the game could still operate
within the scope of the board game. One skilled in the art
appreciates that as computer laptops, hand-held, mobile telephones,
and other electronic methods advance, similar devices may be used
to accomplish the interactive skill development expressed by the
methods used with this board game.
* * * * *