Playing, Laughing and Learning with Children on the Autism Spectrum - part 10 ppt

2000 The Self-Help Guide for Special Kids and Their Parents.. London: Jessica Kingsley Publishers.. 262 Playing, Laughing and Learning with Children on the Autism Spectrum... NAS EarlyBi

Alvin, J and Warwick, A (1994) Music Therapy for the Autistic Child.

Oxford: Oxford University Press.

Barnes, P (ed.) (1995) Personal, Social and Emotional Development of Children.

London: Blackwell Publishers.

Davalos, S (1999) Making Sense of Art Kansas: Autism Asperger

Publishing Group.

Grandin, T (1995) Thinking in Pictures New York: Vintage Books Grandin, T (1996) Emergence Labeled Autistic New York: Warner Books Gray, C (2000) The New Social Story Book Texas: Future Horizons Inc Greene, R W (1998) The Explosive Child New York: Harper Collins

Lear, R (1977) Play Helps Oxford: Butterworth Heinemann.

Matthews, J and Williams, J (2000) The Self-Help Guide for Special Kids and Their Parents London: Jessica Kingsley Publishers.

Richman, S (2001) Raising a Child with Autism London: Jessica Kingsley

Publishers.

Schwartz, S and Heller Miller, J.E (1996) The New Language of Toys.

Bethesda: Woodbine House.

Stanton, M (2000) Learning to Live with High Functioning Autism London:

Jessica Kingsley Publishers.

261

Williams, D (1996) Autism: An Inside-Out Approach London: Jessica

Kingsley Publishers.

Williams, D (1998) Autism and Sensing: The Unlost Instinct London: Jessica

Kingsley Publishers.

Wing, L (1989) The Autistic Spectrum: A Guide for Parents and Professionals.

London: Constable and Co Ltd.

262 Playing, Laughing and Learning with Children on the Autism Spectrum

NAS EarlyBird Programme

NAS EarlyBird Centre

UK contact for ABA Training:

PEACH (Parents for the Early Intervention in Autistic Children)

TEACCH – Treatment and Education of Autistic and Related Communication Handicapped

PECS – Picture Exchange Communication System

Pyramid Educational Consultants UK Ltd

AIT – Auditory Integration Training

The Listen to Learn Centre

The Option Institute’s Son-Rise Program

Autism Treatment Center of America

The Son-Rise Program

The Option Institute

Sensory Integration Therapy

Sensory Integration Network

Dietary Interventions

The Autism Research Unit

School of Health Sciences

Recommended Reading

Matthews, J and Williams, J (2000) The Self-Help Guide for Special Kids and Their Parents London: Jessica Kingsley Publishers.

Lears, L and Ritz, K (1998) Ian’s Walk, A Story about Autism Illinois: Albert

Whitman & Co.

Harris, S (1994) Siblings of Children with Autism: A Guide for Families.

Bethesda: Woodbine House.

Grandin, T (1995) Thinking in Pictures New York: Vintage Books Greene, R.W (1998) The Explosive Child New York: HarperCollins Gray, C (1994) Social Stories Texas: Future Horizons.

Gary, C and Leigh-Whitem, A (2002) My Social Story Book London:

Jessica Kingsley Publishers.

Toys and Suppliers

Chapter 4

Sound Shape Sorter (sound puzzle box)

Formative Fun (UK toy chain)

Domino People Rally

Hope Education (UK)

Tel: 08702 433 400

Website: www.hope-education.co.uk

Chapter 5

Hot Dots Power Pen

Educational Insights (USA and UK)

Website: www.edin.com

Sound Shape Sorter

Formative Fun (UK toy chain)

Website: www.formative-fun.com

Light and Sound Stacking Rings

Early Learning Centre (UK toy chain)

Website: www.elc.co.uk

270 Playing, Laughing and Learning with Children on the Autism Spectrum

Sparkling Symphony Stacker by Fisher-Price

Amazon (USA and UK)

Website: www.amazon.com

Light and Sound Ball by Shelcore

Amazon (USA and UK)

Hope Education (UK) Tel: 08702 433 400

Chapter 7

Picture Cards – Emotions Why/Because

Winslow (Education and Special Needs) UK

Pull Up Ball Blast by Fisher-Price

Amazon (USA and UK)

Website: www.hope-education.co.uk

Funky Foot Mat/Funky Keyboard

Early Learning Centre (UK Toy Chain)

Scissors (and many other art/craft materials)

Galt Educational and Pre-School

UK and overseas Tel: 08702 42 44 77

Sequencing Cards Action Cards

Winslow (Education and Special Needs) UK

Tel: 0845 921 1777

E-mail: sales@winslow-cat.com

274 Playing, Laughing and Learning with Children on the Autism Spectrum

Picture Prompts to Copy and Use 275

Tunnel

276 Playing, Laughing and Learning with Children on the Autism Spectrum

Paint Group Games

Picture Prompts to Copy and Use 277

Tickles Trampoline Break

Spinning Top Crisps Ice Cream

TV/ Video

ABA see Applied Behaviour Analysis

access, finding pathways of 14–15, 20,

28–29, 223, 226, 233–34

adjectives, understanding 244–45

advice, diversity of 33–34

Ahlberg, Allan 235

AIT see Auditory Integration Training

animals, theme for toys 56, 65

anxiety

and adult direction 22, 50, 71, 116

and auditory processing problems 90

and relaxation through music 93–94

Applied Behaviour Analysis (ABA)

attention span, poor 54

Auditory Integration Training (AIT)106–7, 265

auditory processing problems 90, 124,220

see also sensory integration

autismexpressing 62, 63varieties of 33

Autism:An Inside-Out Approach (Williams)

52

Autism and Sensing (Williams) 208

Autism Independent UK 264autistic spectrum disorder 13Ayres, Dr Jean 123, 140

back chaining 40–41, 83background noise, security of 181balance 123, 125, 131, 144, 155, 157ball games 65, 127–30, 146–47ball runs 116–17

balloons 25, 139Baron-Cohen, Simon 115bathing 168–69, 168–71beach treasure, using for art 149–50bean bags 65, 137, 139

Beard, Dr Guy 106birthday presents, giving 66–67blocks, building 65, 66, 83–84, 270books

tape/book packages 238–39

to try 234–37

see also reading

bouncy castles 138breaks, using television for 178bricks, as problematic 65, 83British Society for Music Therapy(BSMT) 91

bubble blowing 25–26, 29, 269

Buttercup’s Breakfast (Maris) 235

279

materials 274Craig, Helen 235creativity 187, 199

see also art; craft; imagination

Cummins, Jeff 235

dairy products 254Dale, Penny 235dancing 24, 92

Dear Zoo (Campbell) 234

decoding, problems with 52–53development 16, 42–43diagnosis

early 23response to 13, 15, 16, 33diaries, visual 39, 44, 45–47, 54, 121diet 124, 254

Dietary Interventions 266direct interaction 167avoiding 192and exposure anxiety 50, 71, 116resistance to 225

short bursts of 50, 57, 71–72tolerance to 36

empathy, and imagination 203environment, right 207–8, 255

280 Playing, Laughing and Learning with Children on the Autism Spectrum

explosive behaviour, coping with

familiarity, need for 15

feathers, tickling with 26

feelings, understanding 113–16, 122,

195

fine motor skills 60, 84, 148

fixations see obsessive behaviour

flexibility, problems with 50, 70

Foot Book, The (Seuss) 236

Fox in Sox (Seuss) 237

Hooper, C 239hoops 130–31, 139Horsey Horsey 28Hot Dots Power Pen 80, 270houses, theme for toys 55Howlin, Patricia 115hyperactivity 123, 125, 144

‘I can see’ games 117ideas, trying out frightening 18imagination

and books 238and craft activities 199and creativity 18importance of 203–4play boxes 133, 134–35problems with 19, 50, 54–55and realism 60, 63–65, 205, 206

see also play sequences, imaginative

imitationlearning 63–64, 101–2, 152problems with 50

indirect approaches 14–15art 188–89

learning 253–54motivation 188–89, 193parallel play 57, 58–59individual examplesAndrew (sharing space) 28–30Fay (starting reading) 223Jonathan (play sequences) 210–13Katherine (water play) 167–68Lewis (letter recognition) 243Peter (starting reading) 221–23

Sally (using play boxes) 58–59

Sam (structured learning) 43–45

line drawings, using 216

Listen to Learn Centre 107

matching games 66, 74emotions 114language 244–45pictures 78–79sounds 105–6table-top play 66, 74, 78–80McBratney, Sam 236

meaning, problems with 51mind-blindness 110

see also theory of mind

modelling behaviour 45, 67, 135,184–85, 217

models, making 66motivation 254and communication 23–28, 31–32fun 88, 259

indirect approach 188–89, 193for interaction 34

to play 49

see also rewards/reinforcers

Mr Brown can Moo (Seuss) 236

musicand auditory processing problems 90background noise, security of 181and concentration 90–91dancing 24

imitation, teaching 101–2instruments 100–101listening games 92–93, 103–6movement to 92–93, 158music boxes 100–102

282 Playing, Laughing and Learning with Children on the Autism Spectrum

and obsessive behaviour 89, 90

pieces, selecting 91–92

as reinforcer 39–40

and relaxation 89, 91, 93–94

rhymes, using 96–98

rhythm, and speech 94–95

saviour and enemy 89–91

singing commentaries 95–99

music therapy 91

musical bumps 104–5

My Busy Book (Riddell) 239

National Autistic Society 263

selecting for play 36, 38

testing how they work 18

play cubes 161play tents 160–61safety 142–43sand games 147–48sensory overload 141–42, 154slides 157

structure, need for 145swings 155–56trampolines 158–59tunnels 159–60

in winter weather 161–63Oxenbury, Helen 236

paddling pools 173–74papier mâché 200–201parallel play 57, 58–59parents

being informed 42

in best position to help 15–16flexibility of approach 255–58stress, dealing with 249–55and structured play 35parts, focus on 13, 52, 195pathways of access, finding 14–15, 20,28–29, 223, 226, 233–34Pavement Chalker 145, 273PECS see Picture ExchangeCommunication Systempeek-a-boo games 24, 133, 135, 160,161

Peepo (Ahlberg) 235

pen control 43photo cards 78–79, 114physical games and activities

ball games 127–30

boxes, and imaginative play 133–35

cushions 137–38

hoops 130–31

indoor ball pit 131–32

indoor slide and balance beam

examples to copy and use 275–77

fast forward videos 180

and symbolic understanding 17–18

play- versus behaviour-orientated

photo story boards 210–13, 214problems, resolving 217

scripts, building 209–10, 213, 214toys for 204–7

play tents 140praise, using 75, 117, 157, 258

see also rewards/reinforcers

pre-reading skills 246pre-writing skills 194–95preparation 255

prepositions, understanding 130–31,245

presents, giving 66–67pronouns, understanding 97, 245–46puzzle play 69–70, 88

readingcharacters, popular 237–38early literacy 239

electronic communication 247flexibility, building in 226–27goals, setting 232–33humour 236–37language understanding, developing243–56

for meaning 225–31one thing at a time 229–30, 231pathways of access, finding 226,233–34

284 Playing, Laughing and Learning with Children on the Autism Spectrum

problems with 219–20

repetition, use of 235

sharing of books 225

starting points for 221–25

story sequences, using 231–32

verbal labelling 227–29

and visual thinking 229

word recognition 240–43

see also books

‘ready, steady go’ activities 66, 76, 117,

rough and tumble play 28, 29, 31, 72

routine, need for 15, 61

see also sameness

safety 127outdoor play 142–43scissors and glue 197sameness, need to preserve 15, 16, 34,

220, 226, 255–56scissors 197, 274screen games 103–4, 119self-expression, through art 187self-harming 62

Self Help Guide for Special Kids and Their Parents, The (Williams) 90

self-stimulation behaviour 62, 63, 180sensory integration

overload 15, 70, 78, 175, 183, 205,224

problems 36, 123–25, 207–8techniques 94

theory 123, 140Sensory Integration Therapy 125, 140,265

shape sorters 65, 75, 167–68, 270siblings, involving 113, 119–21, 136,174

singing commentaries 28, 29–30,95–99, 153, 192, 254social development

and play 17–18and theory of mind 109–10social interaction see interaction, social

Social Stories (Gray) 257–58

Son-Rise Program 265song, using (check rhyme pages undermusic) 120

sorting game 172–73sound, sensitivity to 90, 91, 124, 181

see also music

sound lotto (bingo) 104, 271sound-matching game 105–6space, sharing

avoidance, dealing with 21–23

communication, creating motivation

using rhythm to encourage 94–95

see also communication; language

spinning activities 76

stacking rings 65, 78, 270, 271

stampers 194

stepping stone games 150–51

stickers, for scene games 117–19

‘stop/start’ listening games 104–5

Applied Behaviour Analysis 41–42

meaning and explanation of 35–36

organizing 53

physical games 125–26

setting the stage 36–37

tasks, breaking play into 37–41

matching games 66, 74, 78–80memory games 87

posting games 81–82shapes games 73–75structured 70–73threading 84–85talk-back toys 106tantrums, coping with 256–57

TEACCH see Treatment and Education of

Autistic and CommunicationHandicapped Children

Teaching Children with Autism to Mind-Read

(Howlin et al) 114

Teletubbies 237–38

televisioncamcorder, using 182–84, 186constantly on 181–82fast forwarding 180–81new videos, introducing 178–80usefulness of 177–78

video modelling 116, 135, 184–85,217

temperature sensitivity 169

Ten in the Bed (Dale) 235

themed play boxes 55–57, 100theory of mind 109–10therapeutic organizations 263–66

Thinking in Pictures 177 This is the Bear (Hayes and Craig) 235

threading games 65, 84–85, 271

Tickle Monster (Rodgers) 235 Tickle Tickle (Oxenbury) 236

tickling 24, 26, 28–29, 71, 72timing 254

touch, encouraging 23–24, 94toys

appropriateness of 60–61

286 Playing, Laughing and Learning with Children on the Autism Spectrum

bath time play 171

challengers versus reinforcers 61–63

Very Hungry Caterpillar, The (Carle) 236

vestibular processing problems 124–25,128

video modelling 116, 135, 184–85, 217videos, repetitive possibilities of 178visual thinking, and autism 177, 229visual timers 256, 273

water playbath time play 168–71outdoor play 173–74swimming 174–76table-top 171–73water, sensitivity to 165–66water obsessions 166, 167–68websites 267

We’re Going On a Bear Hunt (Rosen and

Oxenbury) 236wheat products 254

Where’s Spot? (Hill) 235

whole, seeing parts rather than 13, 52,195

Why/Because cards 115, 272Williams, Donna 50, 52, 208Williams, James 90

Wocket in my Pocket 236

workbox activities 43, 44, 70