Kevin Sheldon

LEI 4724
Activity 28
Activity Title: Photo Scavenger Hunt
Source: Photo Scavenger Hunt. (n.d.). Retrieved November 11, 2015, from
http://www.recreationtherapy.com/tx/txsmsoc.htm
Equipment: Camera, photographs (of the pictures taken)
Description of Activity: In this activity, participants take various pictures of objects, landmarks,
or clues around the area. After these pictures have been taken, the therapist must use the clues in
the photos to find the locations of each photograph. Depending on how hard the clue is to find
the hidden location, the more points are given to the therapist. If the therapist gets enough points,
he/she gets to decide on an activity they would like to do.
To add extra fun, this activity can be completely switched to where the therapist takes the
pictures and the group has to work together to find the location(s) using the clues. If the group
obtains the necessary amount of points, determined by the therapist, the therapist can then reward
the group with an appropriate reward. Whichever way this activity is done, it is designed to get
the participants involved in a fun, social setting that practices the values and structure of
teamwork, in order to achieve one goal.
Leadership considerations: This activity works best for smaller sized groups (5-10
participants). Smaller groups work best because it gives everyone a chance to have high input in
both taking the pictures and establishing the clues as a group; if there are too many participants,
the possibility of having too much input/ suggestion from others can deter some from
participating. When doing this activity, it should always be supervised by another therapist or
aid. Because this activity demands smaller group ratios, it is easy to allow every participant to
have input in the suggestion and picture taking process. The therapist or aid should strongly
encourage the group to work as a team and voice their opinions. The more input, the more
teamwork; the more teamwork, the better outcome towards the activitys goal.
Adaptations:
Clients with autism: Because ASD covers an enormous spectrum; the adaptations given should
match specifically towards the needs of your participant, which is why it is vital to know the
client. WebMD describes people with ASD to have one or more of the following delays/
difficulties in the following areas: social interaction & relationships, verbal and nonverbal
communication, limited interests in activities or play and other areas. Such difficulties may call
for adaptations in this activity. For example, keeping, visualizing, and, most importantly,
following a schedule is a great way to help the participant transition from activities and
minimizing unwanted behavior. If the participant has difficulty communicating, PECS (Picture
Exchange Communication System) is a great system that allows the participant to contribute and
communicate. This system uses pictures to help communicate what the participant may want to
say.

Client with oppositional defiant disorder: According to Mayo Clinic, ODD symptoms include
deviant/ defiant behavior, unwillingness for cooperation, occurs on its own (not voluntary,
triggered reason), inability to contain patience, poise, or temper, challenges authority, and many
more. Mayo Clinic also explains that various degrees and fluency occurs differently from person
to person who has ODD. Because of the unique individuality of the disorder, it is highly
important to know your client. When working with clients with ODD, it is a great idea to
incorporate a token-reward system in the activity to help motivate the participant not only to
participate but also contain poise. The reward given to the participant should try to be
appropriate and relative to the activity. For example, if the participant can follow orders without
maladaptive behavior occurring, that participant can select the next location or perhaps be the
next to take the next photo required in the activity. Proximity is also a great tool to use for this
activity. Pairing the participant with the therapist may help to minimize unwanted behaviors and
remove the possibility of the participant disrupting the activity or bothering other participants.
For example, if the group is leading the activity for the therapist to find the clues, have the
participant with ODD accompany the therapist in the finding or hunting process.