Rehabilitation
At Home Rehabilitation Exercises
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46- Two-Dimensional Arrays
LEVEL 1 - Create a grid like that used to play tic-tac-toe. At the top, mark the columns with the letters A, B, and C. At the left margin, mark the rows with the numbers 1, 2, and 3. Ask the student to point to the squares under the letter B and then to the squares in row 2. Do this for other columns and rows.
LEVEL 2 - Using the same array as in Level 1, ask the student to point to the intersection of row 2 and column B. Encourage the use of a finger for pointing as a means of structuring the task. Do the same thing for other columns and rows.
LEVEL 3 - Using the same array, point to a square and ask the student to provide the row number an column letter (for example, row 1 and column C).
LEVEL 4 - Using the same array, give the student a row number and column letter and ask that an “X” be placed in that spot.
LEVEL 5 - Using the array, play tic-tac-toe with the trainee providing only coordinates which the student must fill in (for example, “I select 3B). Ask the student to make choices using the same system.
LEVEL 6 - Increase the number of squares by adding rows and columns to the grid, labeling each by a new number or letter. Provide coordinates and ask the student to locate the squares.
LEVEL 7 - Create a 10 X 10 grid labeled in the margins with letters for the columns and numbers for the rows. Out of sight of each other, the student and instructor locate “ships” on the grid. For instance, one ship could be several squares positioned in a row, column, or diagonally. The size and number of ships can be varied, but should be the same for both players. Each player is then to take turns in trying to guess the location of the other person’s ships given three guesses per turn. Guesses are made by giving coordinates (such as 5E). If a player provides the coordinates of an opponent’s ships, the opponent indicates this by saying “hit.” When all squares comprising a single ship are “hit” the ship is considered sunk. The first player to sink all his or her opponents ships wins. This game can be made more complex by adding more rows and columns. It is important to work with the student in developing a strategy for searching and opponent’s grid and then how to narrow the search once a “hit” is achieved. The student needs to keep track of his or her guesses to avoid repeating a previous guess.
Taken from Tasks for Home-Based Cognitive Stimulation Program, the Traumatic Brain Injury Model System at the University of Alabama at Birmingham, Dept. of P M & R, Birmingham, AL. © 1998-2003 University of Alabama at Birmingham