RA 144B Facilitation Outline

Name:

Monteera Khin, Tiffany Wieland, Lucy Manzo

Population: Adults with ADHD

Activity: Know the Lyrics
Statement of Purpose:

To assist the person who has difficulty with the following:

1. Self-control
2. Enhance social interaction techniques
Therapeutic Intervention Objectives:

By the end of the activity the client will be able to use their listening skills to maintain selfcontrol for at least five songs.
1. By the end of the activity the client will be able to enhance their ability to interact with
other teams using their social skill techniques.
3. At least 75% of participants will be able to identify at least one missing word by the end
of the activity.

Sequence of Experiences:

1. Supply/Materials List
1. Computer
2. Speaker
3. Projector
4. Two Bells

2.

Activity Rules/Steps
a. Split class into two groups and have them form two parallel lines facing the front of the
board
b. Each group should have one bell in front of them
c. Facilitator will play a portion of a song
d. Team needs to write down the missing lyric first then ring the bell
e. Participants will to listen to a song and fill in the missing words from the lyrics
provided on the overhead
f. The lyrics can only be displayed after the song is played
g. The portion of the song can only be played once
h. First group to ring the bell will get their turn to guess the missing words
i. If the they guess the lyrics wrong the second teams get a chance to guess the words
j. Each person should get at least one turn

2. Room Setup/Safety Concerns

a. Move all desks out of the way except for two that should be facing the board. This
is where the bells will be placed.
2. Introduction
a. We would explain the purpose by explaining to clients that music can train the
brain for stronger focus and self-control in their environment. Telling them that
music is rhythm and rhythm is a structure that helps their brain stay on a linear
path.
2. Activity Facilitation

a. First we will introduce ourselves along with our topic and activity. We will then
have all of the desks cleared out of the way except for two. Monteera will briefly
explain the activity as well giving a demonstration. She will count off participants
to put them into two separate teams, where they will then line up. Lucy will play
the songs accordingly so that the participants can listen. After the song is played,
Tiffany will display the lyrics so the participant can guess the missing words. The
team who rings the bell first will get the first chance to guess the missing words.
At the end of each round the participant will go to the back of the line so the next
person can get a turn. At the end of the activity the team with the most guesses
will win.
2. Conclusion/Closure
a. At the end of the activity we will add up the points and determine the winner.
b. Debrief
i.

Do you think the music helped you stay engaged throughout the activity?

ii.

Do you think the music made this entertaining?

iii.

Do you think this activity could help someone become a better listener?

iv.

Do you think that this activity succeeds its purpose?

Test Your Listening Skills

Rating Scale: Never=1 Seldom =2 Sometimes=3 Often =4
1. You find listening to others uninteresting.
2. You tend to focus attention on the speaker's delivery or appearance instead of the message.
3. You listen more for facts and details, often missing the main points that give the facts
meaning.
4. You are easily distracted by other people talking, chewing gum, rattling paper, and so on.
5. You fake attention, looking at the speaker but thinking of other things.
6. You listen only to what is easy to understand.
7. Certain emotion-laden words interfere with your listening.
8. As you hear a few sentences of another person's problems, you immediately start thinking
about all the advice you can give.
9. Your attention span is very short, so it is hard for you to listen for more than a few minutes.
10. You are quick to find things to disagree with, so you stop listening as you prepare your
argument.
11. You try to placate the speaker by being supportive through head-nodding and uttering
agreement, but you're really not involved.
12. You will change the subject when you get bored or uncomfortable with it.
13. As soon as someone says anything that you think reflects negatively on you, you jump in to
defend yourself.
14. You second-guess the speaker, trying to figure out what he or she really means.
15. You direct the conversation back to yourself.
Now add up your score. The following subjective scale will give you some help in determining
how well you listen.
15-24 Excellent v
v
25-34 Good
35-44
Fair 45-54 Weak
55 + Can you hear me in there?
Citation Site: https://www.teamunify.com/vatst/__doc__/Listening%20Skills%20Test.pdf