PLAYBOOKS: PC INTERNET

Cats

“Cats” is a fairly simple game similar to “Follow the Leader” or “Simon Says.” Kids will guide 6 or more cats to do exactly what the lead cat does.

Game play alone results in modest improvements in real-world executive skills. Please refer to our Playbook Tutorial, general coaching and comprehensive guides to transfer game skills to sustainable real-life behaviors.

QUICK FACTS

Game Type: Action, Puzzle
Platform/Console: PC Internet
Other Requirements : Flash Player
LWK Recommended Age: 3+

 

This Game is Good for Kids Who Need Help With:

• Taking turns in conversations (response inhibition)
• Attending to multiple sources of information (sustained attention)

What You Need to Know About the Game:

This game is appropriate for children of any age. It contains absolutely no objectionable or potentially offensive material.

How to Find It:

You can find “Cats” at: http://www.ferryhalim.com/orisinal/g3/cats.htm.

Solutions:

This is a simple game that does not require any solutions or walkthroughs.

This Game Helps Your Kids With Response Inhibition:

This game is good for kids who display difficulty with taking turns in conversations, because they must:

• Notice cues that indicate a need for stopping. Specifically, they need to note the leader cat’s actions. Is it sitting or standing? If the leader cat sits, players need to make all of the other cats sit as well; likewise if the leader gets up to walk around, players need to make the other cats walk around too. In essence, “Cats” is really not unlike the traditional game of “Simon Says”. It won’t come as a surprised then, to know that if the other cats don’t do what the head cat is doing before the time bar empties, the game will end and players will need to start over. Noting each cat’s position quickly is helpful for earning time bonuses. Players will get points bonus points for as long as each cat does exactly what the leader cat does. Earning 100 points will get the player an extra “tick” of time on the meter.

Talking Points:

• How do you know when the cats should be sitting or walking?
• How did taking your time to watch the cats help you to know when to make them sit or walk?
• How can noticing cues that indicate a need for stopping help you to take turns in conversations or games?

Making It Real:

• Utilize peer models who have strengths in response inhibition in the classroom setting or at home. Pairing an impulsive child with a classroom “buddy” who is able to display restraint often makes the impulsive child more aware of his/her actions. In home and social settings, impulsive children often feed off of each other, and combinations of two or more impulsive children can quickly become out of control. Encourage careful observation of his/her buddy and offer positive models of self-restraint. Use real-life observations of self-control (or lack thereof) for conversation and attention.

This Game Helps Your Kids With Sustained Attention:

This game is good for kids who display difficulty with attending to multiple sources of information, because they must:

• Focus on many cats at once. As we mentioned before, the player needs to make each cat follow the leader. If they cannot keep track of each cat’s movement, they may run out of time and will have to start over again. On the other hand, it’s quite a challenge to keep up with each feline’s actions, especially as the levels increase in difficulty. This aspect of “Cats” gives kids a great opportunity to practice concentrating on multiple sources of information.

Talking Points: 

• What happens if you get distracted and don’t see a cat switch positions?
• How did being able to pay attention to many things at once help you to be able to keep track of each cat?
• How can concentrating on multiple sources of information help you to listen to take accurate notes during a lesson (while your teacher is talking)?

Making It Real:

• Model one’s efforts at refocusing, demonstrating to children how it is easy to become distracted by other things, but one often needs to direct oneself back to what one was doing. For example, while doing a project or chore, verbalize your thoughts about other things that you want to be doing, such as reading a book, getting some exercise, or playing a game, and then verbalize how you refocus to complete the chore. For example, “I need to finish emptying the dishwasher, and then I can go to the gym.” Help children to observe that being distracted by thoughts or ideas is not uncommon and how to use self-instructional strategies to complete tasks. Prompt them to use these self-instructional strategies when confronted with numerous distractions.