Readers Theater: Kids with Autism Spectrum Disorder

"The Adventure of the Resilient Heart: A Choose-Your-Own-DnD Style Adventure Play for Kids with Autism Spectrum Disorder (ASD) to Build Social-Emotional Intelligence, a Growth Mindset, and or Executive Function"

 

Here are some kid-friendly synonyms for growth mindset:

- The power of yet

- The power of trying

- The power of learning

- The power of believing in yourself

- The power of perseverance

- The power of effort

- The power of improvement

- The power of not giving up

- The power of embracing challenges

- The power of making mistakes and learning from them.

 

Here are some kid-friendly synonyms for social-emotional intelligence:

·       Understanding emotions and feelings

·       Being a good friend

·       Communicating emotions and feelings well

·       Being kind and respectful of others feelings

·       Being empathetic

Here are some kid-friendly synonyms for executive function:

·       Being organized

·       Planning ahead

·       Staying focused

·       Making good choices

·       Controlling your impulses

·       Being responsible and resilient

Social-Emotional Intelligence: Social-emotional intelligence is the ability to understand and manage your own emotions and the emotions of others. It helps you make friends, work well in groups, and solve problems in a way that makes everyone feel good.

 

Executive Function: Executive function is like the boss of your brain. It helps you plan, organize, and stay focused on what you need to do. It also helps you control your emotions and impulses, which is important for making good choices and getting things done.

 

ACT 1: ENTER THE ADVENTURE

[The audience is welcomed by a Dungeon Master who sets the stage for the adventure.]

DM: Welcome, adventurers! Today, we embark on a journey to build ever-kinder hearts and stronger minds. Our heroes are a group of children with the goal of becoming their best selves. They will face perils, challenges, and dangers, and they will make choices that will shape their journey. Are you ready to enter the adventure?

[The audience cheers in excitement as the children heroes enter the stage.] 

DM: "The key to our campaign's survival is teamwork and cooperation, which can only be achieved through the use of social-emotional intelligence, executive function, and a growth mindset."

DM: Our first challenge is all about working together and setting goals for our adventure. Have any of you heard of SMART goals before? A SMART goal is a special kind of goal that is specific, measurable, achievable, relevant, and time-bound. By setting SMART goals, we can work together more effectively and achieve our objectives. Now, let's work together to come up with a SMART goal for our adventure! 

[One of the children raises their hand.]

DM: Ah, I see you know the answer! Please share with the rest of the group. 

Child 1: A SMART goal is a goal that is specific, measurable, achievable, relevant, and time-bound.

DM: Excellent! Now, let's work together to create a SMART goal for our adventure. What is our objective for this emotional journey?

Child 2: I want to learn how to communicate and understand my feelings better.

Child 3: I want to improve my ability to focus on and complete challenging tasks.

Child 4: I want to learn how to make friends and work well in a team. 

Child 1: I want to be less fearful and afraid in social situations.

[The children start brainstorming and discussing their ideas further.]

 

Time for a discussion and a sharing of ideas!!

 

Child 1: For my SEL goal, I want to work on my empathy and understanding of others' feelings by practicing active listening and reflecting on how I can support my friends better. For my Growth Mindset goal, I want to challenge myself to try new things and not be afraid of making mistakes. And for my Executive Function goal, I want to improve my time management skills by setting specific goals and using a planner to keep track of my tasks.

 

Child 2: For my SEL goal, I want to work on my communication skills by expressing my thoughts, emotions, and feelings more clearly and respectfully. For my Growth Mindset goal, I want to embrace challenges and see them as opportunities to learn and grow. And for my Executive Function goal, I want to improve my organization skills by creating a system for keeping track of my assignments and materials.

 

Child 3: For my SEL goal, I want to work on my self-awareness by identifying my emotions and learning healthy ways to cope with them. For my Growth Mindset goal, I want to develop a growth mindset and believe in my ability to learn and improve. And for my Executive Function goal, I want to improve my attention and focus by using strategies such as breaking tasks into smaller steps and minimizing distractions.

 

Child 4: For my SEL goal, I want to work on my social skills by building positive relationships with my peers and being more assertive in expressing my needs and boundaries. For my Growth Mindset goal, I want to view challenges as opportunities for growth and develop a willingness to take risks. And for my Executive Function goal, I want to improve my planning and decision-making skills by setting clear priorities and evaluating my options carefully.

DM: These are great goals! Now, let's make them SMART. Who can help us turn these goals into SMART goals?

[The audience is given the option to choose who will help the group turn their goals into SMART goals: a wizard, a warrior, or a healer. The choice made will determine the direction of the adventure.]

DM: Excellent! Our adventure begins with a clear sense of purpose. Join us next time to find out where our journey takes us. Until then, keep building those executive functions and social-emotional intelligence! 

ACT 2: THE WIZARD'S WAY 

[The audience has chosen the wizard to help the group turn their goals into SMART goals.] 

DM: Very well, let us call upon the wizard to help us turn our goals into SMART goals. Wizard, please guide us on this journey. 

[The wizard enters the stage and greets the group.] 

Wizard: Greetings, adventurers! I am here to assist you in creating SMART goals. Let us start by making the goals specific. 

Child 2: I want to learn how to communicate my feelings better. 

Wizard: Excellent! Let us make this more specific. How about "I will express my feelings using words and not actions in social situations." 

[The group agrees and nods their heads in approval.] 

Wizard: Now, let us make it measurable. How will you know when you have achieved this goal? 

Child 2: I will have at least one conversation where I express my feelings using words instead of actions. 

Wizard: Great! Now, let us make it achievable. Is this goal something that you can realistically achieve? 

Child 2: Yes, I think I can achieve this goal. 

Wizard: Fantastic! Let us move on to making it relevant. Why is this goal important to you? 

Child 2: It's important because I want to be able to communicate my feelings without getting my feelings hurt or hurting others feelings. 

Wizard: That is a very important reason. Finally, let us make it time-bound. By when do you want to achieve this goal? 

Child 2: I want to achieve this goal within the next month. 

Wizard: Wonderful! You have now created a SMART goal. Let us repeat this process for the other goals. 

[The group continues to work with the wizard to turn their goals into SMART goals. The wizard offers guidance and support along the way.] 

DM: Excellent work, adventurers! You have created SMART goals that are specific, measurable, achievable, relevant, and time-bound. Join us next time as we continue our journey to build a growth mindset, executive function and social-emotional intelligence. 

ACT 3: THE DRAGON'S DEN 

[The audience has chosen to face the dragon and practice emotional regulation.] 

DM: Congratulations on creating your SMART goals, adventurers! But to achieve these goals, we must first face the wise dragon and practice emotional regulation. Are you ready? 

[The group nods in agreement.] 

DM: Very well. You enter the wise dragon's den, and the wise dragon awakens from its slumber. It looks at you with fire in its eyes, ready to attack. What do you do? 

Child 3: I feel scared and anxious. I want to run away. 

DM: That's understandable, but we can't always run away from our fears. Let's take a deep breath and practice some calming strategies. Can anyone suggest a strategy? 

DM: How will you approach this challenge? Time for a discussion and sharing of ideas!!

 

Here's a list of mindfulness practices, such as "somatic quieting," which are effective ways to relieve stress and fear:

 

- Mindful breathing exercises

- Body scan meditation

- Yoga and stretching

- Mindful walking or movement

- Guided imagery and visualization

- Journaling and reflective writing

- Gratitude practice and focusing on positive emotions

- Mindful listening and communication

- Mindful eating and drinking

- Somatic quieting techniques, such as progressive muscle relaxation or mindful body awareness 

Child 4: How about we practice some deep breathing exercises? It always helps me calm down. 

DM: Excellent suggestion! Let's all take a deep breath together. 

[The group takes a deep breath together.] 

DM: Great job! The wise dragon is still staring at you, but now you feel calmer and more focused. What's your next move? 

Child 1: I want to talk to the dragon and see if we can negotiate. 

DM: Good idea. What do you want to say to the wise dragon? 

Child 2: I want to tell the dragon that we mean no harm and that we just want to pass through the den. 

DM: Excellent approach! The dragon listens to your words and seems to calm down. It even starts to communicate with you in its own way. It seems like it's willing to let you pass through the den. 

Wise Dragon: Answer my riddle and you may pass. Choose your Riddle Wisely, Easy, Medium or Hard! 

DM: How will you approach this challenge? Time for a discussion and sharing of ideas!!

 

Here are some IQ math logic questions from easy to difficult:

 

1. Easy: If you have five apples and you give away three, how many do you have left?

Answer: Two

 

2. Medium: What comes next in the series 1, 4, 9, 16, 25, ...?

Answer: 36 (the series is the squares of the natural numbers)

 

3. Medium: You have 12 coins, and one of them is a fake. The fake coin is either lighter or heavier than the real ones. You have a balance scale, and you can use it three times. How do you determine which coin is fake and whether it's lighter or heavier?

Answer: Weigh four coins against four coins, then weigh the remaining four against four new coins. If the scales balance in either of the first two weighings, then the fake coin is in the remaining four coins. Weigh two of the remaining coins against each other to determine whether the fake coin is lighter or heavier.

 

4. Hard: A snail is at the bottom of a 30-foot well. Every day, it climbs up 3 feet, but at night, it slides back 2 feet. How many days will it take the snail to climb out of the well?

Answer: 28 days (on the 28th day, the snail will climb up 3 feet and be at the top of the well)

 

5. Very hard: You have 12 balls, all of which are identical except for one, which is either heavier or lighter than the others. You have a balance scale, and you can use it three times. How do you determine which ball is the odd one out and whether it's heavier or lighter?

Answer: Weigh four balls against four balls, then weigh the remaining four against four new balls. If the scales balance in either of the first two weighings, then the odd ball is in the remaining four balls. Weigh two of the remaining balls against each other to determine whether the odd ball is heavier or lighter. Then, weigh that ball against a known good ball to determine whether it's heavier or lighter. 

Wise Dragon: That is correct, you may pass.   

Child 3: That's great news! I want to show the dragon some kindness and offer it some food. 

DM: Wonderful idea! You offer the dragon some food, and it happily accepts it. It even shows you a secret passage that leads to your next destination. 

Child 4: That was amazing! I want to thank the dragon for its help. 

DM: Great idea! You thank the dragon, and it nods its head in appreciation. You have successfully faced the dragon and practiced emotional regulation. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

ACT 4: THE LOST CITY 

[The audience has chosen to navigate through the lost city and practice problem-solving skills.] 

DM: Congratulations on successfully facing the dragon, adventurers! You have now arrived at the lost city, where many challenges await. Are you ready to navigate through it and practice your problem-solving skills? 

[The group nods in agreement.] 

DM: Great! The lost city is full of twists and turns, and you come across a fork in the road. One path leads to a dark, ominous forest, while the other leads to a brightly lit meadow. What do you do? 

Child 1: I want to gather more information before making a decision. Can we investigate each path and see if there are any clues or signs? 

DM: Smart move! You investigate both paths and find a sign near the forest that says "Beware of the dark creatures." On the other hand, the meadow seems peaceful and has a sign that says "Welcome to the peaceful meadow." What's your next move? 

Child 2: I think we should take the path to the meadow. It seems safer and more welcoming. 

DM: Good choice! As you walk through the meadow, you come across a stream that you need to cross. The water looks deep and fast-flowing. What do you do? 

Child 3: I want to look around and see if there are any other ways to cross the stream. 

DM: Excellent idea! You spot a fallen tree that could act as a bridge across the stream. But the tree is too heavy to move by yourselves. What's your next move? 

Child 4: I want to use teamwork to move the tree and make a bridge. 

DM: Great plan! You all work together to move the tree and create a bridge across the stream. You have successfully navigated through the lost city and practiced your problem-solving skills. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

DM: As you cross the stream and continue through the meadow, you come across a group of friendly creatures who offer to guide you through the lost city. They explain that there are several obstacles ahead that will require you to work together and use your problem-solving skills. 

Child 1: What kind of obstacles? 

DM: Well, for one, there's a garden maze that can only be navigated by solving riddles at each turn. And then there's a puzzle room that requires you to find hidden objects and use them to unlock the door to the next room. Are you up for the challenge? 

[The group nods eagerly.] 

DM: Great! Let's start with the maze. You come across the entrance, and there's a riddle on the sign that says, "I am always hungry, I must always be fed. The finger I touch, will soon turn red." What do you think the answer is? 

Child 2: It's fire! 

DM: Correct! You move through the maze, solving riddles and avoiding traps until you reach the end. Next, you enter the puzzle room. There are several objects scattered around the room, and you need to find the correct ones and use them to unlock the door. 

Child 3: Can we work together to solve the other puzzles? 

DM: Of course! Collaboration is key in solving this puzzle. Let's take a closer look at the objects in the room. 

[The group examines the objects and notices a series of clues written on the walls.] 

Child 1: I think this clue is pointing to the hourglass and the book. 

Child 2: And this one refers to the lantern and the key. 

Child 4: Wait, what about this clue? It mentions the statue and the feather. 

DM: Good observations, team! Now, let's figure out how to use these objects to unlock the door. 

[The group works together, testing different combinations of objects until they finally find the correct order to unlock the door.] 

DM: Well done! You have successfully unlocked the door and can continue through the maze. But be on your guard, there may be more challenges ahead. 

[The group proceeds to the next room, where they are confronted with two more riddles.] 

DM: Here are your next two riddles: 

1. What has a head and a tail but no body?

2. I am not alive, but I grow; I don't have lungs, but I need air; I don't have a mouth, but I need water. What am I? 

DM: How will you approach this challenge? Time for a discussion and sharing of ideas!! 

Child 3: The answer to the first riddle is a coin. 

Child 1: And the answer to the second riddle is a crystal. 

DM: Absolutely! That's the key to exit The Lost City. You all put your heads together and use your problem-solving skills to find the hidden objects and unlock the door. Congratulations, adventurers! You have successfully navigated through the lost city and shown excellent teamwork and problem-solving skills. 

Child 4: That was so much fun! I feel like we really worked well together. 

DM: You certainly did! And by practicing your problem-solving skills, you're building your executive function and social-emotional intelligence. Join us next time as we continue our journey to become even more resilient and capable adventurers. 

ACT 5: THE ENCHANTED GARDEN 

[The audience has chosen to navigate through the enchanted garden and practice emotional regulation skills. 

DM: Well done, adventurers! You have successfully navigated through the lost city and arrived at the enchanted garden, where you will practice your emotional regulation skills. Are you ready to explore? 

[The group nods in agreement.] 

DM: As you enter the garden, you see a variety of colorful flowers and trees. Suddenly, a swarm of bees appears, buzzing around you. How do you react? 

Child 4: I want to take a deep breath and stay calm. Bees usually won't sting unless they feel threatened, so I don't want to panic and make things worse. 

DM: Good thinking! By staying calm, you avoid agitating the bees and they eventually fly away. As you continue through the garden, you see a group of rabbits playing together. One rabbit is alone and looks very sad. What do you do? 

Child 2: I want to approach the sad rabbit and ask if they want to play with us. 

DM: Excellent idea! The rabbit happily joins your group and you all play together. As you continue through the garden, you come across a beautiful fountain with a sign that says "Make one wish." 

DM: What do you wish for? Time for a discussion and sharing of ideas!! 

DM: That's a wonderful wish, Child 1-4. As you make your wish, the fountain glows with a warm light, and you hear a gentle voice saying, "Your wish is granted." Suddenly, you notice that the garden around you has become even more beautiful and serene. Suddenly, the sad rabbit you helped earlier speaks up.

Rabbit: Thank you all for being so kind to me. I've been feeling lonely and it's hard for me to make friends. Can you teach me how to make friends? 

Child 1: Sure, we can help you! Making friends can be tricky, but we can give you some tips. 

DM: Great idea, Child 1! What tips do you have for making friends? 

Child 1: Well, one thing you can do is try to find common interests with other people. For example, if you like playing soccer, maybe you can join a soccer team or find other kids who like to play. It's easier to make friends when you have something in common. 

Child 4: Another thing you can do is be friendly and approachable. Smile, say hello, and try to start a conversation. It can be scary to talk to new people, but sometimes all it takes is a friendly gesture to make a new friend. 

DM: Those are great tips, thank you for sharing! Is there anything else you'd like to add? 

Child 1: Yes, I think it's important to be yourself and not try to change who you are to fit in. True friends will like you for who you are, and you'll feel happier and more comfortable being yourself. 

DM: Wise words, Child 1! By following these tips and being friendly and approachable, you can make new friends and build positive relationships. Let's continue our journey through the enchanted garden and practice more emotional regulation skills. 

DM: Great teamwork, adventurers! You work together to give the rabbit tips on making friends, such as listening to others, sharing interests, and being kind. The rabbit thanks you all and promises to try these tips out. As you continue through the enchanted garden, you come across a clearing with a group of friendly butterflies. They invite you to join them in a dance, and you all enjoy a fun and joyful moment together. Well done on practicing your emotional regulation skills and helping the rabbit make friends.. 

DM: As you continue through the garden, you come across a second fountain with a sign that says "Make another wish." Do you make another wish or continue on your adventure? 

Time for a discussion and sharing of ideas!! 

Child 1: I want to make a wish too. I wish to become a better problem solver and learn new skills to help me in my adventures. 

DM: That's a great wish, Child 1. As you make your wish, you feel a burst of energy and determination inside you. You know that your wish has been granted and that you will work harder to improve your problem-solving skills. 

Child 4: I want to wish for courage and bravery, so I can face any challenge that comes my way. 

DM: That's a bold wish, Child 4. As you make your wish, you feel a surge of confidence and determination. You know that you can face any obstacle and overcome it with courage and bravery. 

Child 2: I want to wish for good health and happiness for my family and friends. 

DM: That's a kind wish, Child 2. As you make your wish, you feel a sense of warmth and love surrounding you. You know that your wish will bring joy and happiness to your loved ones. 

DM: A noble wish indeed! You all feel a sense of calm and joy as you continue through the garden. You have successfully practiced your emotional regulation skills. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

DM: Join us next time as we continue our journey to build executive function and social-emotional intelligence 

ACT 6: THE MYSTERIOUS CAVE 

[The audience has chosen to explore the mysterious cave and practice problem-solving skills.] 

DM: Congratulations, adventurers! You have completed your emotional regulation training in the enchanted garden. Now, you must use your problem-solving skills again to navigate the mysterious cave. Are you ready? 

[The group nods in agreement.] 

DM: As you enter the cave, you see that it splits into two paths. One path is dark and narrow, while the other is wide and brightly lit. Which path do you choose? 

Child 2: I want to choose the narrow path because it seems more challenging, and we might find something interesting. 

DM: A bold choice! As you make your way through the narrow path, you come across a deep pit. There is a rope hanging from the ceiling, but it is just out of reach. How do you get across? 

Child 3: I want to use my grappling hook to catch the rope and swing across the pit. 

DM: Clever thinking! You successfully swing across the pit and continue on your journey. As you progress through the cave, you come across a door with a riddle written on it. 

DM: Please choose one!

 

1. I am light as a feather, yet the strongest man cannot hold me for long. What am I? (Answer: Breath)

2. I am always hungry, I must always be fed. The finger I touch, will soon turn red. What am I? (Answer: Fire)

3. I am not alive, but I can grow; I don't have lungs, but I need air; I don't have a mouth, but water kills me. What am I? (Answer: Fire)

4. I can be cracked, made, told, and played. What am I? (Answer: Joke)

5. I am always in front of you, but can’t be seen. What am I? (Answer: Future)

6. I am always coming, but never arrive. What am I? (Answer: Tomorrow)

7. I have a heart that doesn't beat, a mouth that doesn't speak, and a back that doesn't sleep. What am I? (Answer: Book)

8. The more you take, the more you leave behind. What am I? (Answer: Footsteps)

9. I am not alive, but I can die. I don't have wings, but I can fly. What am I? (Answer: Imagination)

10. I am taken from a mine and shut up in a wooden case, from which I am never released, and yet I am used by almost every person. What am I? (Answer: Pencil lead)What's your answer?

 Child 4: The answer is "….." 

DM: That's correct! The door slowly creaks open, and you find yourselves in a giant cavern filled with treasures. However, you notice that there is a maze of deadly traps blocking your way to the treasure. What do you do?

Child 2: I think we should observe the traps and see if there's a pattern or clue that can help us navigate through them safely. 

DM: Excellent idea! You observe the traps and find that there is a pattern to their movement. You use this information to navigate through the maze and avoid the deadly traps. As you approach the treasure, you see that it's being guarded by a fierce red dragon. What do you do? 

Child 1: I think we should try to distract the red dragon and sneak past it to get the treasure. 

DM: Smart move! You work together to create a distraction for the red dragon, and then carefully sneak past it to grab the treasure. 

DM: Impressive! The door creaks open, and you move on to the next challenge. You have successfully used your problem-solving skills to navigate the mysterious cave. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

ACT 7: THE TOWER OF TRUST 

[The group has chosen to explore the Tower of Trust to practice communication skills.] 

DM: Welcome, adventurers, to the Tower of Trust. This tower is full of puzzles that require strong communication skills to solve. Are you ready? 

[The group nods in agreement.] 

DM: As you enter the tower, you see that the first puzzle is a large, spinning platform with buttons on it. Each button has a symbol on it. To get to the next floor, you must press the buttons in the correct order. But be careful! If you press the wrong button, the platform will spin and you'll fall off. How will you communicate to solve this puzzle? 

Child 3: I suggest we assign each person a symbol and take turns pressing the buttons in the order of our symbols. 

Child 4: That's a great idea, but how will we remember the order? 

Child 1: I can write it down on my notebook. 

DM: Excellent communication and problem-solving skills! You successfully solve the first puzzle and move on to the next floor. Here, you see a group of statues, each holding a different item. One of the statues is holding a key. How will you communicate to find the correct statue? 

Child 2: I suggest we each take turns describing the statue we're looking at, starting from the left. 

Child 3: And then we can each vote on which statue we think has the key. 

DM: Fantastic teamwork! You find the correct statue and retrieve the key. You have successfully used your communication skills to navigate the Tower of Trust. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

More Problem-Solving Puzzles and Riddle to Choose From:

Here are 10 math riddles of varying difficulty levels:

 

If you have three cookies and you split them equally among two people, how many cookies does each person get?

Answer: Each person would get one and a half cookies.

 

If there are ten fish in the river and six of them drown, how many are left? Answer: None. Fish don't drown.

 

John has seven sisters. Each sister has one brother. How many children are in the family? Answer: There are eight children in the family (John and his seven sisters).

 

You have two jugs, one that holds exactly 3 liters and another that holds exactly 5 liters. How can you measure out exactly 4 liters of water? Answer: Fill the 5-liter jug to the top, then pour it into the 3-liter jug until the 3-liter jug is full. This leaves 2 liters in the 5-liter jug. Pour out the water in the 3-liter jug, then pour the remaining 2 liters from the 5-liter jug into the 3-liter jug. Fill the 5-liter jug to the top and pour one liter into the 3-liter jug, which now contains 3 liters. The remaining 4 liters are in the 5-liter jug.

 

What is the next number in the sequence: 1, 3, 6, 10, 15, __? Answer: The next number is 21.

 

A farmer has 17 sheep and all but 9 run away. How many sheep are still alive? Answer: 9 sheep are still alive. 

ACT 8: THE FOREST OF FRIENDSHIP 

[The group has chosen to explore the Forest of Friendship to practice social-emotional skills.] 

DM: Welcome, adventurers, to the Forest of Friendship. This forest is full of challenges that require strong social-emotional skills to overcome. Are you ready? 

[The group nods in agreement.] 

DM: As you enter the forest, you see a group of animals gathered around a tree. They seem upset and are arguing. As you approach them, you hear them bickering about who has the right to live in the tree. 

As you approach closer you see that they are a squirrel, a rabbit, and a deer. The squirrel says, "This tree is my home, and I need it to survive. The rabbit and the deer keep eating all the nuts and fruits that grow on it, and now I don't have enough food to last through the winter." The squirrel claims that it was their family's home for generations, while the bird insists that they built their nest in the tree first. The rabbit adds that they often seek refuge under the tree during bad weather. 

The rabbit adds, "We also need the nuts and fruits to survive too. We don't have anywhere else to go, and we can't just stop eating. Plus, the squirrel is hoarding all the food for himself!" 

The deer adds, "I understand that the squirrel needs the tree, but we can't just go hungry. Maybe we can find another tree for the rabbit and the deer to eat from, and the squirrel can have this one all to himself." 

DM: How will you use your social-emotional skills to help them? 

Child 2: I think we can start by acknowledging each animal's point of view and how they feel about the situation. 

Child 3: Then, we can encourage them to share their needs and concerns, and try to find common ground where everyone's needs are met. 

Child 4: We can also help them come up with solutions that are fair and respectful to all animals involved. Maybe they can take turns using the tree, or build a bigger tree house together. 

Child 1: It sounds like everyone has valid concerns. Maybe we can brainstorm some solutions and find a compromise that works for everyone. 

Child 2: How about we create a schedule for the animals to take turns eating from the tree? The squirrel can have it for a few hours, and then the rabbit and the deer can have it for a few hours. 

Child 3: We could also plant more trees and other plants around the forest so that everyone has enough food to eat. 

DM: Great ideas! The animals start to calm down and listen to each other. With your help, they come up with a plan to share the tree and live peacefully together. Again good idea, let's try that. 

DM: Great suggestions! The animals seem to like these ideas and start to work together to implement them. You have successfully used your social-emotional skills to help resolve the conflict between the animals. 

DM: Excellent empathy and conflict-resolution skills! You help the animals find a solution that works for everyone, and they happily go on their way. As you continue through the forest, you come across a river with no bridge. How will you use your social-emotional skills to help each other cross? 

Child 4: I can help the others by giving them a boost so they can climb up to a tree branch and swing across the river. 

Child 3: And I can be ready to catch them on the other side. 

DM: Fantastic teamwork and support! You successfully cross the river and continue through the Forest of Friendship. Join us next time as we continue our journey to build executive function and social-emotional intelligence. 

ACT 9: Merlin’s Mysterious Maze 

[The group has reached the final stage of their journey - Merlin’s Mysterious Maze. They are tasked with completing a series of challenges that require them to use their resiliency and executive function skills.] 

DM: Welcome, adventurers, to the Merlin’s Mysterious Maze.. This mountain is full of challenges that require strong resiliency and executive function skills to overcome. Are you ready? 

[The group nods in agreement.] 

DM: The first challenge is an underground mountain maze. You must use your planning and problem-solving skills to navigate through the maze and reach the other side. Are you ready? 

Child 2: And let's remember to adjust our plan if we hit a dead-end or obstacle. 

Child 1: Yes, let's make a map and plan our route before we start. 

Child 2: Good idea. We can draw a map as we go, so we don't get lost. 

Child 3: And we should make sure we stick together, so we don't get separated. 

Child 4: And we can assign roles to each of us, like a navigator, a map-maker, a scout, and a leader. 

DM: Excellent teamwork! As you enter the maze, you encounter a fork in the path. One path leads left, and the other leads right. What do you do? 

Child 1: We should stick to the left side of the maze and keep our left hand on the wall. That way, we can make sure we don't take the same path twice. 

Child 2: Good idea. And I'll draw a chalk mark on the maze wall as we go along, so we can keep track of where we've been. 

DM: As you continue through the maze, you come across a room with two doors. One door has a sign that says "Danger," and the other has a sign that says "Treasure." Which door do you choose? 

Child 3: I think we should go through the "Danger" door. It might be a trap, but there might be a clue or a shortcut to help us get through the maze. 

Child 4: I agree. Let's be careful and stick together. 

DM: As you enter the "Danger" door, you see a group of goblins guarding a key that you need to progress through the maze. 

How will you approach this challenge? Time for a discussion and sharing of ideas!! 

Child 1: Let's use our problem-solving skills and come up with a plan to distract the goblins or sneak past them. 

Child 2: And we should work together to take them down if we have to fight. 

Child 3: I have an idea. I can create a distraction by using my magic to make a loud noise, and while the goblins are distracted, we can sneak past them and get the key. 

Child 4: Great idea. And if we need to fight, I'll lead the charge and use my net to take them down. 

DM: Excellent teamwork and problem-solving skills! You successfully navigate through the maze and reach the exit. Congratulations! 

DM: Excellent planning and problem-solving skills! You successfully navigate through the maze and reach the other side. The next challenge is a critical thinking and problem-solving game. You must use your working memory and attention skills to remember a series of numbers and repeat them back in the correct order. Are you ready? 

DM: 129-234-973 

Child 3: Yes, let's break the numbers into smaller chunks and repeat them back to each other to help us remember. 

Child 4: And let's focus on paying attention to the numbers as they are being said so we don't miss anything. 

DM: Amazing critical thinking and attention skills! You successfully complete the memory game. The final challenge is an analogous pairs riddles. You must use your cognitive flexibility and perseverance to solve the puzzle. Are you ready?

 

Here are some analogous pairs riddles from easy to hard:

 

1. Easy: Feet are to shoes as hands are to ____________?

Answer: Gloves.

 

2. Medium: Pen is to writer as needle is to ____________?

Answer: Tailor.

 

3. Hard: Music is to sound as art is to ____________?

Answer: Visuals.

 

4. Very hard: Brain is to intelligence as muscle is to ____________?

Answer: Strength.

 

5. Impossibly hard: Life is to death as love is to ____________?

Answer: ? (This one is left open-ended as there are multiple possible answers depending on the individual's perspective.) 

Child 3: Yes, let's try different approaches and strategies until we find the solution. 

Child 4: And let's not give up if it gets hard. We can take a break and come back to it with a fresh perspective. 

DM: Impressive cognitive flexibility and perseverance! You successfully solve the puzzle and reach the top of the Mountain of Executive Function. Congratulations, adventurers! You have completed your journey to build executive function and social-emotional intelligence. 

Act 10: Merlin’s Mysterious Maze Invitation. 

You finally reach the end of the maze, where you find a treasure chest. Inside the chest, you find a letter from the great wizard Merlin, congratulating you on your success and inviting you to a special ceremony in your honor. 

At the ceremony, Merlin awards you a medal of honor and gives a speech about your bravery, intelligence, and leadership skills. He notes how your excellent executive function skills and emotional intelligence helped you navigate the maze and work with your teammates to overcome obstacles. 

Merlin then presents you with a special gift – a magical compass that will help guide you on all of your future adventures. He reminds you that while the maze may be over, there will be many more challenges and adventures ahead, and that with your continued growth in executive function and social-emotional intelligence, you will be able to conquer anything that comes your way. 

As you leave the ceremony, you feel proud of your accomplishments and grateful for the lessons you've learned. You know that with hard work, determination, and the support of your friends and mentors, you can achieve anything you set your mind to.