Game On: Taking the Bored Out of Board Games
In last week’s blog, we explored task complexity and its impact on our learners. I emphasized the importance of not overwhelming learners by plunging them into intricate, multi-step tasks when their current tolerance level limits them to just a few consecutive tasks before requiring escape or reinforcement. A classic example of this is the premature introduction of a complete game of Candyland to a learner who is still mastering the basics of one and two-step imitation or listener responding tasks. We’ve probably all tried it. It doesn’t go very well. Making sure the task (or game) at hand fits the actual capabilities of our learners, can ultimately take the tears out of something that should have been fun in the first place.
But that doesn’t mean that we throw Candyland out altogether. Continuing from last week's discussion, it's essential to understand that we can still effectively address more substantial, voluminous skills without completely steering clear of them. The key is to strategically break down these complex multi-step behaviors into smaller, isolated components. By focusing on these discrete elements, we can tailor our teaching to a level that is manageable and engaging for the learner. This approach not only preserves their motivation but also gradually builds their capacity to handle larger tasks over time.
To illustrate this, I've decided to use the engaging world of board games, specifically Candyland, as a practical example. On bxmastery.com, under the 'Intro to Board Games' skill area, you’ll find a range of targets that are perfect for this method. We try to structure these straightforwardly. Most of them are one and two-step component skills that are the building blocks for mastering a variety of board games, not just Candyland. Other skill areas include 'Intro to Circle Time,' 'Following Instructions at a Distance,' 'Intro to Dressing,' and 'Intro to Turn Taking.' Each of these focus on those small one and two step component skills for larger more complex, multi-step tasks.
So, instead of throwing a kiddo into Monopoly, why not practice universal, bite-sized board game skills:
#1 Picks preferred game piece when asked to
#2 Locates Game Piece When Asked
#3 Selects and Slides Game Piece Along Board From Start to Finish/Home
#4 Selects/Slides Game Piece From Various Locations on the Board to Finish/Home
#5 Selects/Slides Game Piece From Start to Various Locations on the Board, Given Location
#6 Spins Picture Spinner, Moves To Correct Space
#7 Turns Over Color Card, Moves to Correct Space
#8 Counts Spaces and Slides Game Piece (Therapist gives number)
#9 Turns Over # Card, Moves Correct # of Spaces
#10 Spins # Spinner, Moves Correct # of Spaces
#11 Rolls die, Moves Correct # of Spaces
Building on our previous discussions, it’s vital to have a clear understanding of your learner's current capabilities, particularly in terms of how many tasks they can manage consecutively without becoming frustrated. This understanding forms the basis of how we approach teaching. Once you have gauged this capacity, you can then methodically select from the listed targets I mentioned earlier, aligning them with the learner's tolerance level. For example, if your learner is comfortable with managing 2-3 tasks in a sequence, you can choose to work on targets #1, #2, and #3, focusing on each skill individually yet consecutively and in no particular order. This tailored approach ensures that the learner is neither overwhelmed nor under-challenged, striking a balance that promotes both skill acquisition and positive learning experiences.
Big take away? Teaching the component behaviors of complex skills doesn't have to wait. You can start right now, focusing on those easy one and two-step skills. As your learner gradually builds confidence and the capacity to handle multiple tasks in succession, they'll naturally progress towards mastering those composite behaviors for game play (or whatever you’re teaching).
Let me know what you think!