Timocco develops motor, cognitive and communication skills
Each of Timocco’s 50+ games has a variety of fine-tuning options that isolate and develop specific movements and skills for varying levels of ability.
As kids pop balloons, zap aliens or try to catch falling fruit, they don’t seem to notice just how much skill-building practice they’re getting.
How did Timocco’s team of interdisciplinary pediatric specialists sneak oodles of skills into our games? Read on to find out.
Depending on the optional settings of each game, the child may be required to work with two hands - together in a synchronized manner or in coordination with one another in order to pass to the next level in the game. This action of both hands working together improves the child’s bilateral coordination.
The child must be aware of the position his/her hands throughout each game. The child’s hand movements are represented on the screen, which helps them understand how their movements influence their performance.
The child must maintain a constant awareness of his/her hands’ position in relation to the visual prompts on the screen. The child observes and coordinates hand movements according to the visual prompts, while constantly adjusting and reacting to the changing pace and location of the stimuli.
Some of the games challenge the child to cross the mid-line of their bodies with their hands. In one game, for example, the child must collect objects from one side of the screen and use the same hand to place them in a basket on the opposite side, thus crossing the body’s vertical mid-section.
Motor Control and Accuracy
The Timocco gaming platform requires the child to control their hand movements in order to reach specific targets. The presented target in many games challenges the child to improve accuracy while refining and controlling their movements according to visual feedback on-screen.
Timocco games provide feedback regarding a child’s successful movement - this allows the child to continue to develop and improve the efficiency of their movements in order to reach successful feedback more frequently and consistently.
Posture and Balance
By adjusting the Range Of Motion setting, the overall movement demands of the games can be varied to encourage greater or lesser movement and postural adjustment. For instance, objects located at the edges of the screen encourage the child to challenge their balance by re-adjusting their center of gravity. Additional challenges can be incorporated to further develop the child’s ability to maintain balance and effectively weight shift - such as seating the child on a physio ball or foam log throughout the game.
Range of Motion
When playing Timocco, the child should stand or sit in a position that allows maximum range of motion. The child’s goal is to reach for objects located around the screen, an activity that challenges and improves the his/her range of motion. All games have a range of motion setting that allows adaptation to each individual child’s ability, whether the child is standing, or sitting in a wheelchair. Range of motion can also be adjusted by varying the child’s proximity or distance from the camera.
Every game requires the child to react to new stimuli at a changing pace. The therapist can adapt this to meet each child’s specific needs and pace of progress. By grading the level of difficulty, the child has the opportunity to improve reaction times in an encouraging and experiential environment.
Upper Body Strength
While playing, the child must hold their hands up in the air and to the sides, working against gravity to improve muscle tone and strengthen the upper extremities and core. Additional challenges such as weighted balls can further development.
Two-player games aimed at enhancing cooperative skills teach the child important social skills, requiring them to take turns and follow instructions, while exposing them to opportunities to gradually challenge their level of frustration and develop coping skills.
Joint Attention is a critical skill essential for development. In two-player-based Timocco games, the child must acknowledge and recognize the existence of a counterpart player as they share the same virtual space, encouraging identification of intention, gaze and language comprehension.
The child learns how to direct attention towards the relevant stimuli and to maintain concentration throughout the activity. Playing Timocco has proved to be helpful for children with ADHD to become more attentive and focus not only during the games, but also after the session.
The child learns to use classification to understand an object’s attributes. For example, in one game, the child must collect fruit by extending their hand upwards and then select the matching basket in which to place the fruit.
Cause and Effect:
Various Timocco games teach the child the significance of cause and effect, aiding their understanding of personal actions and developing abstract thinking as they learn how their movements influence virtual stimuli.
Timocco provides the therapist with tools for early learning of numbers, letters, colors and quantities.
Cognitive control, reasoning, problem-solving, sequencing of steps and utilizing working memory are essential skills that can be learned and utilized during game-based tasks. In order to complete games successfully, the child is required to exercise his/her ability to plan, control and execute concepts of metacognition. Many games also incorporate other Executive Functions such as: Shifting - moving between different situations and exercising flexible thinking - balancing the different demands of the game across the different steps. Inhibition - the ability to appropriately stop one's behaviour according to the demands of the situation or task - filtering responses to irrelevant stimuli in the game. Initiation - knowing when to start a task - knowing when and how to respond to stimuli in the game. Self Monitoring - assessing, organizing and internalizing feedback of one's success in a task, based on the requirements of the task, and adjusting and improving response, pace and movements according to feedback regarding success throughout each game.
Visual Perception and Discrimination
The child is able to practice and strengthen visual perception and discrimination skills by recognizing, identifying and distinguishing between different colors, shapes, numbers and quantities, as well as between distractors and relevant stimuli. Each game requires adapted responses to specific stimuli in order to achieve success.
See what others are saying about us
One of my young clients is very hyperactive and I could not get him to settle down for therapy. I set him up on Timocco and he never left his chair while playing!
I just have to say I LOVE TIMMOCO. I have a student in high school who has significant hemiparesis of the right arm. The student often lets their arm hang at their side. I had the student on the Butterfly game and they were flexing their shoulder above 90 degrees, actively engaged and excited to be playing the game. The student also then gave a high-5 at above a 90-degree range!
I just love this program. I am blown away because of what I can get the kids to do. It is amazing how it motivates!
I am an occupational therapist working in a public school setting; primarily with students diagnosed with autism. Most of my students demonstrate fine motor/visual motor and bilateral coordination skill deficits. They also struggle with auditory processing deficits and delays. Timocco games do not require auditory processing for successful participation. Timocco programming gives me a fun way to successfully zone in on needed motor/coordination skill building and practice!
Timocco has been an excellent addition to my lessons; as well as increasing the students’ fine motor skills and awareness of cause and effect, it’s a fun and engaging activity that they can really enjoy.
Timocco has helped Maya improve motor planning, motor accuracy, eye-hand coordination, midline crossing, physical strengthening and cognitive skills like understanding complex commands.
Tomer’s progress—from complete inability to participate in spacial activities to active participation for a length of time—was astonishing. Not only was he willing to participate in activities, at the beginning of a session he explicitly asks to play by saying: “Monkey, monkey”.
Ben was highly motivated to play the games and as a result, he used his weaker hand constantly and for longer periods of time. He played, succeeded, had fun and most of all, worked on strengthening his upper extremities and learned to believe in his abilities.
Within a few months Hen-lee demonstrated improvement in her upper extremity movements and visual performance. She initiates more movements with her right hand and is successful in games that require visual discrimination.”
I am very impressed with the games themselves. The content was brilliantly designed. The games are fun, friendly, and engaging for the children in a developmentally appropriate way. It is very refreshing.