Dyani Irving
Activity: Bingo
Sources:
C6 spinal cord injury: What to expect & how to recover. Flint Rehab. (2021, October 22).
Retrieved October 26, 2021, from https://www.flintrehab.com/c6-spinal-cord-injury/.
Guerreiro, T. J. V. (2007). Assistive technologies for spinal cord injured individuals. Retrieved
October 26, 2021, from http://www.di.fc.ul.pt/~tjvg/amc/emgtexting/files/ta_tr.pdf.
SpinalCord.com. (n.d.). Cervical spine: C6, C7, C8 vertebrae: Spinal Cord Injury: Fracture.
Cervical Spine | C6, C7, C8 Vertebrae | Spinal Cord Injury | Fracture. Retrieved October 26,
2021, from https://www.spinalcord.com/c6-c7-c8-vertebrae-spinal-cord-injury.
The surprising benefits of bingo. The Davis Community. (2017, April 26). Retrieved October 26,
2021, from https://www.thedaviscommunity.org/2017/04/26/surprising-benefits-bingo/.
SpinalCord.com. (n.d.). Incomplete Spinal Cord Injury. Incomplete Spinal Cord Injury |
SpinalCord.com. Retrieved October 26, 2021, from
https://www.spinalcord.com/incomplete-spinal-cord-injury.
Equipment: Bingo Board/Card or paper to sketch out a table of 25 boxes. Writing utensils such
as pen/highlighter/marker. Bingo balls. Bingo Spinner/cage or online bingo card/ number
generator or small pieces of paper/index cards. A bucket, hat, or bowl can be used as well. Any
type of chip or small piece of object such as candy, coins, or buttons.
Description:
Bingo can lead to an array of benefits and objectives. The game can help stimulate cognitive
functioning, boost positive emotions, and socialization. The benefits that bingo can lead to are
memory, focus or concentration, reflexes, and thinking skills.It reinforces hand-eye coordination
because it requires the player to cover a square on their scorecard with the corresponding calling
piece. It can allow for the opportunity to make social connections because of the competitive
nature of the game. Since the game requires approximately a group of 3 or more, it can
contribute to a sense of belonging.
Steps:
1. Gather together a group of 3 or more players with one person as the caller( can be RT or
participant)
2. Each player is given a bingo card or board; if none or played virtually, players must sketch out
table of 25 boxed on piece of paper
3. Explain rules to players
- The caller will shuffle the calling piece which can be either a letter-number combination,
statement, or an image depending on the type of version.
- These calling pieces can be on bingo balls or pieces of paper
4. The caller will draw a calling piece and announce it to the players; caller should announce the
calling piece about 3 times to ensure that all players have heard
5. After the calling piece is announced, players should check their card/board to see if they have
the spot that corresponds with the calling piece. If they do, they should place their small object or
cross/color out the box of the calling piece that was announced
6. A continuation of these steps takes place for about 6-8 or more times until a player gets 5
squares in a row (Horizontally, Diagonally, or Vertically) and yells “BINGO!”
7. Once a player yells “BINGO!”The caller stops announcing calling pieces and can decide to
check that player's card/board. If it is correct, they are the winner and every other player must
clear their card/board.
8. The game can be played in as many rounds. To start a new game, the caller must randomize
the calling pieces again and players must be given a new card/board or sketch a new one.
Primary Interaction Pattern:
The Primary Interaction Pattern of Bingo is aggregate because actions are directed by a person
towards an object which is the score card/board. The activity takes place in the company of
others but there is not much interaction required for this activity. However, the primary
interaction pattern may also be multilateral because actions are competitive when players want to
become the first to say “BINGO!” among three or more players with no one set as the antagonist.
Adaptation:
This activity can be adapted in a variety of ways catering to any impairment or difficulty. For an
individual with a C6 incomplete Spinal Cord Injury, the game could be adapted by use of
assistive equipment, played on a virtual screen using a touchscreen for the scorecard, taping the
board to the flat surface, using a writing utensil rather than a chip, and using a small object that
are easier to grip such as cotton balls, other board game pieces from games such as “SORRY”, or
Jacks. A spinal cord injury occurs when there is damage to any part of the spinal cord or nerves
at the end of the spinal canal. For a C6 Spinal Cord Injury, an individual may have temporary
difficulties with control in the forearm or wrists and may experience numbness or tingling
sensations in their arms, fingers, or hands, whereas for a C6 incomplete spinal injury, the
individual has no function or feeling at all. For an C6 Spinal Cord Injury, the nerves affect wrist
extension. The function level of an individual with a Spinal cord injury may vary depending on
the person. When using a writing utensil, the use of orthotics devices such as a writing aid tools
for crossing out squares on a players scorecard can be beneficial. In addition to this, taping the
scorecard to the flat surface can ensure that when using the scorecard, it won’t move. Due to the
potential of numbness in the hand, fingers, or arms, individuals may not be able to
simultaneously hold a scorecard while writing on it or when moving their playing piece to the
scorecard. When using a smaller object piece with easier grip, it can make the process of
covering the square on a scorecard less difficult. A virtual scoreboard version of the activity can
be played on a tablet or laptop which would just require the player to tap on the calling piece
from the announcer.
FUNCTIONAL SKILLS ASSESSMENT / ANALYSIS
Place an X in the appropriate box; describe if needed
Type of play
Unoccupied: Watching and responding to things in the environment that catches one’s
attention, such as sounds, colors, movements, and sensations
Onlooker: Occupying oneself by purposeful observation of the activities of others with X; Everyone is focused on their own scorecard
objects, toys, materials, or games, but not joining in their activities
Solitary: Occupying oneself in purposeful, sustained engagement in activities with objects,
toys, materials, or games
Parallel: Engaging in purposeful, sustained activities with objects, toys, materials, or
games in the presence of other persons also engaged in play, but not joining in their
activities
Associative: Engaging in activity and play next others who are doing the same activity, and
takes, lends, and borrows objects, toys, materials, or games from others
Shared Cooperative: Joining others in sustained engagement in activities with objects, X; Each individual is focused on listening to the calling piece that will be
toys, materials, or games with a shared goal or purpose
announced
Imaginative Play: Also referred to as pretend play. Role playing and acting out
experiences of something of interest. May be with or without others, and within the
context of other types of play.
Interaction pattern
Intra-individual: Action taking place within the mind or action involving the mind and a
part of the body; requires no contact with another person or external object
Extra-individual: Action directed by a person toward an object; requires no contact with
another person
Aggregate: Action directed by a person toward an object while in the company of other X; Actions are directed towards scorecard
persons who are also directing action towards objects; action is not directed toward each
other; no interaction between participants is required or necessary
Inter-individual: Action of a competitive nature directed by one person toward another
person
Unilateral: Action of a competitive nature among three or more person, one of whom is
an antagonist or “it”; interaction is in simultaneous competitive relationship
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Multilateral: Action of a competitive nature among three or more persons with no one X
person as an antagonist
Intra-group: Action of a cooperative nature by two or more persons intent upon reaching
a mutual goal; action requires positive verbal or nonverbal interaction
Inter-group: Action of a competitive nature between two or more intra-groups
Directionality skills Place an X in the appropriate box – describe
Left/right X; Player will need to look horizontally to see if they have BINGO
Up/down X; Player will need to look vertically to see if they have BINGO
Around
Over/under
Person/object X; the person and their scorecard or playing piece
Person/person
Object/object
Physical skills Place an X in the appropriate box – describe
Active range of motion: Neck/Head
Active range of motion: Upper extremities
Active range of motion: Trunk
Active range of motion: Lower extremities
Balance: Dynamic sitting (performing gross X; reaching to place playing piece on scorecard
body movements while sitting – e.g.,
reaching while sitting)
Balance: Dynamic standing (performing
gross body movements while standing – e.g.,
swinging a golf club)
Balance: Static sitting (sitting still)
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Balance: Static standing (standing still)
Bending
Bilateral integration (using both left & right X; May need to hold down scorecard as they cross out a playing piece so that it doesn’t move
side of body together at the same time –
e.g., holding cards in right hand and picking
them with left hand)
Cardiovascular endurance (the act, quality,
or power of withstanding stress on the
cardiovascular system)
Carrying in the arms
Carrying in the hands X
Carrying on the head
Carrying on shoulders, hip, and/or back
Catching
Climbing
Crawling
Crossing midline (moving body part across
the middle of the body – e.g., moving right
arm across the body to the left side)
Fine motor coordination (using small muscle X
groups for controlled movement,
particularly in object manipulation)
Flexibility (ease of bending)
Grasp: Palmar Grasp (adducted thumb) X; When using a writing utelsil to cross out space on scorecard
Grasp: Scissor Grasp (object held b/t side of
finger & thumb)
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Grasp: Radial-Digital Grasp (object held b/t
thumb & fingers so that it is not touching
the palm)
Grasp: 3-Jaw Chuck Grasp (holding object
b/t thumb & 2 fingers)
Grasp: Pincer Grasp (holding object b/t X; When holding the playing piece
index finger & thumb)
Gross muscle coordination (using large
muscle groups for controlled, goal-oriented
movements)
Hitting
Hopping
Jumping
Lifting
Manipulating
Motor control (conceiving & planning a new
motor act in response to an environmental
demand)
Moving around obstacles
Moving on different surfaces
Moving around using equipment
Muscle strength (muscle power, force)
Picking up X; Picking up playing piece from table or surface
Pulling
Punching
Pushing with upper extremities
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Pushing with lower extremities
Putting down objects X; Placing playing piece on scorecard
Reaching X; Reaching for playing piece
Releasing
Running
Skipping
Speed (quickness of movement)
Standing
Stretching
Swimming
Throwing
Turning or twisting hands or arms
Visual-motor integration (coordinating the X; Hand-eye coordination for listening to calling piece and then placing it on corresponding space on scorecard
interaction of information from the eyes
with body movement during activity)
Walking long distances (> 250’, community
distances)
Walking short distances (< 250’, household
distances)
Cognitive skills Place an X in the appropriate box – describe if necessary
Arousal/Alertness (demonstrating alertness X
& responsiveness to environmental stimuli)
Attention: Alternating attention (alternating
back and forth b/t mental tasks – e.g.,
chopping vegetables while periodically
checking food on the stove)
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Attention: Divided Attention (ability to do
several things at once)
Attention: Focused attention (ability to
respond to different kinds of stimulation;
involves direction and orientation)
Attention: Selective attention (activating &
inhibiting responses selectively; involves
discrimination of stimulus information &
differentiating responses)
Attention: Sharing Attention (mental X
functions that permit focusing on the same
stimulus by two or more people, such as a
child & caregiver both focusing on a toy)
Attention: Sustaining Attention (vigilance; X
maintaining attention for a long time)
Calculation (ability to do math)
Categorization (identifying similarities of &
differences among pieces of environmental
information)
Cognitive flexibility (mental functions of
changing strategies, or shifting mental sets,
especially as involved in problem-solving)
Concept formation (organizing a variety of
information to form thoughts and ideas)
Concentration (ability to do mental work X
while attending, the process of active
encoding in working memory)
Decision Making: Complex (making a
complex choice among options,
implementing the choice, & evaluating the
effects of the choice, such as purchasing
concert tickets)
Decision Making: Simple (making a simple
choice among options, implementing the
choice, & evaluating the effects of the
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choice, such as deciding which card to
choose in a card game)
Initiation (starting a physical or mental
activity)
Insight (awareness and understanding of
oneself & one’s behavior)
Intellectual Knowledge (academic
knowledge)
Judgment (discriminating between &
evaluating different options, such as those
involved in forming an opinion)
Memory: Long Term (long-term storage of
information from short-term memory)
Memory: Short Term (temporary memory X
store of around 30 seconds duration from
which information is lost if not consolidated
into long-term memory)
Orientation: Person (awareness of one’s
own identity & of individuals in the
immediate environment)
Orientation: Place (awareness of one’s X
location, such as one’s immediate
surroundings, one’s town or county)
Orientation: Time (awareness of day, date,
month, & year)
Orientation: Topographical (determining the X
location of objects & settings & the route to
the location)
Organization and Planning (coordinating
parts into a whole, of systematizing;
developing a method of proceeding or
acting)
Problem Solving: Complex (finding solutions
to a complex problem involving multiple &
interrelated issues, or several related
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problems, by identifying and analyzing the
issue, developing solutions, evaluating the
potential effects of the solutions &
executing a chosen solution.)
Problem Solving: Simple (finding solutions to
a simple problem involving a single issue or
question, by identifying and analyzing the
issue, developing solutions, evaluating the
potential effects of the solutions &
executing a chosen solution)
Reading (ability to read)
Recognition: Number (ability to recognize X
numbers - e.g., on cards, clock, score card)
Recognition: Size (ability to recognize sizes -
e.g., small, big)
Recognition: Shape/Form (ability to
recognize shapes/forms - e.g., square)
Sequencing (placing information, concepts,
and actions in order)
Spatial operations (mentally manipulating
the position of objects in various
relationships)
Spelling (ability to spell words)
Strategy (mental functions to make a plan,
method, or series of maneuvers for
obtaining a specific goal or result)
Thought: Abstract Thought (thinking
characterized by the ability to use concepts
& to make & understand generalizations,
such as of the properties or pattern shared
by a variety of specific items or events)
Thought: Concrete Thought (thinking
characterized by a predominance of actual
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objects & events and the absence of
concepts & generalizations.)
Time Management (planning & exercising
conscious control over the amount of time
spent on specific activities, especially to
increase effectiveness, efficiency, or
productivity)
Writing (ability to write)
Sensory abilities Place an X in the appropriate box – describe if necessary
Auditory function X; listening to the calling piece be announced
Gustatory (taste) function
Olfactory (smell) function
Tactile (touch) function X
Visual function X; eye coordination to corresponding calling piece
Communication/language skills Place an X in the appropriate box – describe if necessary
Reception to spoken language (ability to X
understand spoken language)
Reception of written language (ability to X
understand written language)
Reception of body language (ability to
understand body language/non-verbal)
Reception of signs and symbols (ability to X
understand signs & symbols)
Expression of spoken language (ability to
speak)
Expression of written language (ability to
write)
Expression of body language (ability to
produce and communicate non-verbally)
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Expression through signs and symbols
(ability to produce signs & symbols)
Ability to communicate in alternate manner
– describe
Social & interpersonal skills Place an X in the appropriate box – describe if necessary
Conversation: Starting a conversation
(beginning a dialogue or interchange, such
as by introducing oneself, expressing
customary greetings, and introducing a topic
or asking questions)
Conversation: Sustaining a conversation
(continuing & shaping a dialogue or
interchange by adding ideas, introducing a
new topic, or retrieving a topic that has
been previously mentioned, as well as by
taking turns in speaking or signing)
Conversation: Ending a conversation
(finishing a dialogue or interchange with
customary termination statements or
expressions and by bringing closure to the
topic under discussion)
Handling criticism (providing & responding
to implicit & explicit differences of opinion
or disagreement, in a contextually and
socially appropriate manner)
Heterogeneity (interacting with people who X
are different from each other - culture,
social, biological, etc.)
Homogeneity (interacting with people who X
are the same - culture, social, biological,
etc.)
Interpersonal interactions (using verbal and X
non-verbal communication to interact with
others)
Maintaining social space (being aware of & X
maintaining a distance between oneself &
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others that is contextually, socially, &
culturally appropriate)
Physical contact (making & responding to
bodily contact with others, in a contextually
& socially appropriate manner)
Relating with equals (creating & maintaining
formal relations with people in the same
position of authority, rank, or prestige
relative to one’s own social position)
Relating with persons in authority (Creating
& maintaining formal relations with people
in positions of power or of a higher rank or
prestige relative to one’s own social
position, such as an employer)
Relating with subordinates (creating &
maintaining formal relations with people in
positions of lower rank or prestige relative
to one’s own social position, such as an
employee or servant)
Regulating behavior (regulating emotions
and impulses, verbal aggression & physical
aggression in interactions with others, in a
contextually and socially appropriate
manner)
Relationships: Forming relationships
(beginning & maintaining interactions with
others for a short or long period of time, in a
contextually & socially appropriate manner,
such as by introducing oneself)
Relationships: terminating relationships
(bringing interactions to a close in a
contextually & socially appropriate manner,
such as by ending temporary relationships at
the end of a visit)
Self-expression (using a variety of styles &
skills to express thoughts, feelings, & needs)
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Social conduct (Interacting using manners, X
personal space, eye contact, gestures,
activity listening & self-expression
appropriate to one’s environment
Social cues (giving & reacting appropriately
to signs & hints that occur in social
interactions)
Showing respect & warmth (showing & X; Showing respect when someone wins
responding to consideration & esteem, in a
contextually & socially appropriate manner)
Showing tolerance (showing & responding to
understanding & acceptance of behavior, in
a contextually & socially appropriate
manner)
Self-care skills Place an X in the appropriate box – describe if necessary
Caring for skin, teeth, hair, nails, etc. X
Dressing
Eating
Hygiene (kempt hair, clean clothes, clean X
body smell)
Toileting X
Washing/drying one’s self
Psychological/emotional outcomes Provide examples of situations within the activity that could cause this emotion
Positive Emotional Outcomes
Growth & development (continuation or in a
new direction)
Hope/optimism (a sense of something good Hoping to make 5 in a row to be able to yell BINGO
to come)
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Inner strength (drawing upon one’s own or
others)
Joy (the emotion of great delight or Winning the game by making 5 in a row, or getting to cross out or cover a square on scorecard
happiness caused by something
exceptionally good or satisfying; keen
pleasure; elation (e.g., winning the game,
finishing a task)
Positive emotions of escalation (feeling Being close to achieving 5 in a row on scorecard
entertained, excited, amused, joyful, happy,
playful)
Positive emotions of de-escalation (feeling a In the beginning of the game where you only achieve to fill one or two spaces on scorecord
sense of inner calmness, peace of mind,
tranquility, serenity, relaxation)
Positive emotions of well-being
(rejuvenation, satisfaction, personal
fulfillment, gratification)
Sense of competence/mastery
Sense of connection & belonging (within the The sense of belonging as you play amongst a group of 3 or more because you are all focused towards one goal
self, with individuals/groups, with
animals/nature, with higher power/spirit,
with one’s culture/history)
Sense of freedom/autonomy
Sense of identity (building, expression,
transforming)
Negative Emotional Outcomes
Anger: The emotion of feeling resentment, Not winning 5 in a row before someone else
fury, or rage (e.g., defeated)
Emotional pain: The emotion of feeling
mental anguish or despair; mental suffering
(e.g., rejected, secluded)
Fear: The emotion of feeling afraid;
threatened; dread; alarm (e.g., fear of
physical injury, social rejection, not
measuring up to expectations)
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Frustration: The emotional feeling of Not being able to place any of your playing pieces on your scorecard because none have been announced yet
dissatisfaction, often accompanied by
anxiety or depression, resulting from Being close to getting 5 in a row but not fulfilling it for a long time
unfilled needs or unresolved problems (e.g.,
abilities don’t match requirements of task,
things beyond control impact outcomes)
Guilt: The emotion of feeling remorse
whether real or imagined (e.g., letting
someone down)
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