Club CLUE Super Flex Training Academy Summer Camp

Summer Camp is held every July and August.  Camp takes place in an integrated park setting and uses a variety of activities including art, drama, games and music to encourage social language development in elementary age children. Children who can benefit from this group approach may have been diagnosed with Pervasive Developmental Disorder, Nonverbal Learning Disorder, or Asperger’s Syndrome.  Click here to see pictures from our Club CLUE Summer Camp!

This summer camp operates based on Super Flex curriculum which provides kids with a fun, motivating, and non-threatening way to explore social thinking while increasing their knowledge of social expectations, their awareness of their own behavior, and how to modify their behaviors with super-flexible strategies.

Currently we have two weeks blocked out for summer camp.  If there is enough interest in doing both weeks, we will.  If not, we will do the week with the most participants. 

Dates are July 26-30 and August 2-6.  Camp will run Monday through Friday from 9-12.  Cost is $275/week.  There may be funding available from YESS to help cover the cost of camp.  Contact us if you would like to know more.

Eligible kids must have completed one year of kindergarten and not yet entered 6th grade.  We will try to group kids according to their age and ability set.

Topics covered in all our groups include the following:

Rules/Accepting “No”
Students brainstormed rules for camp and the importance of having rules.  Dramatic play, crafts and games were used to increase skills in this area.  “First, Then” was introduced to campers.  A less desirable activity is paired with a desirable activity.  First you need to work on your indoor activity then you can go outside and play.

Cooperation
Students demonstrated cooperation skills through group discussion, designing team t-shirts, playing a game where students passed balls to each other using their feet and sharing art supplies.  During outside play they were presented with fewer materials than there were students and they had to cooperate as groups for success in the games.

Taking Turns/Sharing/Playing Fair
Students had the opportunity to make a collage utilizing a small number of materials in their groups.  Adult coaching and re-teaching of skills was essential for successful skill development.  Students were coached to “use their words” when needing supplies rather than taking away from friends.  (“may I use the scissors”; “when you’re finished with the markers may I use them?”)  Concepts such as guest and host were discussed and the responsibilities of each when playing with friends. During kickball students had the opportunity to practice who goes first in a game and how to be a good winner or loser. 

Being Part of a Group
Students demonstrated their ability to be part of a group by constructing a marshmallow and toothpick structure.  Each member of the group made suggestions for the structure that as a group they implemented.  Dramatic play involved scenarios about school and home and how to be a good member of a group.  Students talked about “the boring moments” and strategies to help them during boring moments.  (always have on hand a favorite book, video game, music, or fidget)  Each group had the opportunity to play Twister to develop the understanding of how important each person is to a group.

Emotions/Gestures
Students took part in making masks of various emotions.  Each student had to guess the emotion and what it means to have the emotion.  Some of the students used theatrical make-up to mime emotions and gestures.  During dramatic play students used the emotions and gestures they learned to see if their friends could guess what they were communicating.

Joining in/Being Left Out
Students made friendship bracelets and chose a person to give it to.  Students talked about how they feel when they are part of a group and how it feels when they are left out.  During dramatic play students demonstrated how to join in (may I play with you; what are you guys doing? May I play?) and what to do if other students don’t want you to play (find another activity; ask if you can play the activity or with the object when they are done).  Students also practiced asking other students to join their game if they looked like they were playing alone.

Asking Questions/Asking for Help
During this lesson students were placed in situations where they didn’t have all the information or all the tools they needed to complete the activity.  Students had to ask each other how to complete the task or ask an adult for help.  Interviews and pattern blocks were used in this activity along with the games 20 Questions and I Spy.

Thinking About Others/Perspective Taking
Students traced their bodies on large pieces of paper and then glued pictures on the bodies representing what that person likes.  Students also participated in a group discussion about when we hurt others.  Does it hurt their bodies (hitting, kicking) or does it hurt their heart (name calling, teasing).  During dramatic play students pretended to be someone (parent, teacher, police, etc.) and students had to guess who it was.

Click here for current program offerings!