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Topic “Autism”
Social communication/autism.
Developing turn taking using sensory toys
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sensory Suitcase Use a small box or bag to collect toys which target different sensory areas e.g. Auditory (noisy toys) toys (rattles, squeakers, shakers, musical items, drums etc.) Visual toys (flags, streamers, Slinkies, spinners, bubbles, flashing items, torches, pop-up toys, windmills etc.) Tactile toys (toys that feel different) (balls of different textures to squeeze, brushes of different textures to be tickled with, materials e.g. velvet, sandpaper, feathers, pots of rice/macaroni to feel, Play dough to squeeze/cut ) Scented toys (play dough, Plasticine, some rubber toys) | 1. Collect some toys from each of the sensory categories described. 2. Store the toys in a container which you use only for this specific activity and is otherwise stored away from children. 3. Find a quiet comfortable place to work either at a table or on the floor. Try to make sure the child cannot easily run off or get distracted. 4. Make a show of shaking the suitcase and seeming happy about the approaching activity. 5. Take out two toys from different sensory categories and place them in front of the child - note which category of item the child chooses/reaches for and put the other item back in the suitcase. 6. Allow the child a short time to enjoy the item chosen then say 'Your name's turn' (e.g. "Mary's turn") and gently but firmly take the item for your turn. 7. Use the toy for a short time then offer it the child again. Say 'Child's name's turn'. 8. Repeat a few times but stop before the child gets bored. 9. Start the process again by offering the child a choice of toys from two different sensory categories and then follow the turn taking routine. 10. Continue with the activity for approximately 10 minutes - stop before the child gets bored. 11. Store the sensory suitcase in a secure place until the next session.
| These activities are based on a child's sensory preferences. Some children love visual toys but are frightened of noisy (auditory) toys. Accept these preferences and work with the sensory areas the child is comfortable with. Some children will choose some kinds of noisy toys and reject others or show fear when presented with others. Some children are frightened of feathers but love being tickled with a shaving brush. Experiment and observe! Sensory preferences can change over time as well! Keep the activity fun and show that you are enjoying it too! Make the activity time limited so that it stays special. Do the activity regularly and change the items used from time to time. |
| Create Colourful Patterns Use a selection of the following: Paint pots and brushes, felt tips, computer painting programme, pots with different coloured bits of paper to stick and a sheet of paper. | ||
| Messy Play Use, for example, one of the following sets of items: Sand tray with spades, pots etc. Water tray with pots, sieves, pourers etc Rice tray with pots and pourers etc |
Starts to greet familiar people using a reward chart system
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Says ‘Hello’ to 3 familiar people
If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.
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| The length of these instructions show that this is quite a difficult routine to learn! The object of the activity is give the child conventional politeness. Allow time to develop this skill.
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Verbalise feelings appropriately
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Make choices between desirable and non-desirable things using language appropriately Attractive and non attractive food stuffs | 1. During snack time have crisps/fruit etc on table and raw onion. 2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately. 3. When the child is used to this activity can you offer an unattractive food and wait for a short time before offering an attractive food? 4. Incorporate another adult in this activity who can model accepting and rejecting in a good way and a bad way. Can the child comment on the adult's behaviour and say if it is good or bad accepting/rejecting behaviour. | Extend this skill to everyday experiences as the child gets better at it e.g. in the dinner hall, when choosing library books/videos. |
| Clothing choices going out to play Warm clothes Cool clothes | ||
| Toy choices during wet play Broken or very babyish toys Popular toys for the child's age group |
Asks for specific help to do an activity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sabotage! - supported with a picture symbol A ‘HELP’ picture symbol Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker. You can get symbols with the Commtap Symboliser.
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| When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated. |
| Sabotage! - supported with a sign Container the child can see into but can't open e.g. screw-top jar/zip-top bag etc which contains a motivating reward e.g. crisp, raisin, sticker. Make sure you know the sign for help before doing the activity (e.g. Signalong, Makaton). | When the child has successfully indicated they want help, give them that help - otherwise the child will become extremely frustrated. Over time you will want to encourage the child to use a clearer indication that they want help. You can do this by:
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| Impossible task! Materials as needed, for example:
| See also: https://en.commtap.org/language-communication/initiate-request-items-do-task Note, for most of these examples the child could potentially ask you for a specific item, or ask you for help - both are valid! You can easily integrate this into many classroom activities without the need for any extra equipment. |
Use a visual timetable
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments | |
|---|---|---|---|
| Using a visual timetable Home made visual timetable with 'finished' box or envelope and Velcro strip. Set of laminated symbols for timetable activities e.g. 'swimming', 'maths', 'carpet time' with scratchy Velcro on the back. You can create symbols cards in PowerPoint with the Commtap Symboliser. | 1. Make a long cardboard strip approximately 10cm wide and 60cm long. Attach a 'FINISHED' box or plastic envelop at the bottom of the strip. 2. Stick a strip of soft Velcro along the centre of the long laminated strip e.g.
3. Arrange symbols of the activities a child will cover for - say - a morning down the Velcro strip. 4. Just before an activity starts help the child put the relevant symbol into the 'I am doing this now' area at the top of the laminated strip. This shows the child what to expect to happen now. 5. When the activity is over help the child remove the symbol for the 'I am doing this now' area and post it into the 'FINISHED' box or envelope. Help the child take the next symbol and put it into the 'I am doing this now' area etc. | This technique helps children understand what is going to happen during the day. Use it with children who are anxious about change or find understanding class routines difficult. It is best to set up a visual timetable before the child comes into school and to set it up for a limited period say from arrival until the first play and then from after play until lunch and then a final set up for the afternoon period. Children sometimes try to alter the timetable to suit themselves e.g. putting play up near the top! This is not allowed! Only the adult in charge can change the order on a visual timetable. If following the set timetable for a given period is very difficult for a child you can make it easier by shortening the time a child must spend on each activity - but each activity must be done a little bit. You can try with just two activities (now/next) see the now/next visual timetable activity below. | |
| Now/next visual timetable "Now /next" visual timetable with 'finished' box or envelope and Velcro strip. Set of laminated photos for timetable activities e.g. 'story', 'outside', 'carpet time' with Velcro on the back. | If the child is resistant to some of the activities it's important to use clear consistent language e.g."first story, then sand". Being able to see a motivating activity coming up may mean that the child is happier to engage in less motivating activities. |
follows familiar routines
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| At playtime puts on/off coat | Make a picture of child with coat on and coat off. Laminate if possible. Show the child the relevant picture before/after play and help take coat on/off. As you do use the same phrase to describe your action e.g. 'Coat on' or 'Coat off'. As child becomes used to this routine stand back a little and see if the child will do own coat? Will child do own coat if you just ask without using the pictures and eventually will the child follow the routine appropriately with no support? | Be consistent with using the picture supports and using the same phrases to describe actions. Allow the child time to make an attempt - even if the coat is wrong way round - if this happens - praise the child for trying e.g 'Good putting coat on - you want more help' |
| At tidy up time puts things away Tidy up box/bag Toys to tidy | ||
| Line up time Picture of line up time |
Use a reward chart to modify own behaviour
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments | |
|---|---|---|---|
| Work and reward chart with reward toys Bag of small reward toys that are not too noisy for use in class e.g. small bubbles pots from party shops, squeeze balls, spinning toys, 'stocking filler' toys from catalogue companies. Laminated strip of card. Laminated symbols for 'work' and 'reward'. Or, make your own. You will need about 4 of each symbol. Sand timer. | 1. Put the reward toys into a bag and keep them only for reward times. 2. Make the laminated strip and the symbols and keep them in the bag with the reward toys. 3. When the child sits to do a work activity take out the laminated strip and put the 'work' and 'reward' symbols on the strip e.g.:
4. Encourage the child to do the work activity but watch carefully and as soon as the child looks as if they have had enough say 'work is finished......time for reward'. Then take off the first 'work' symbol and point to the 'reward'' symbol as you give the child the reward bag to choose a reward toy from. 5. Turn over the sand timer so the child has a visual reminder of how long they are allowed to use the reward toy for. 6. When the reward time is finished take the 'reward' symbol off the laminated strip and point to the 'work' symbol. 7. In time the child will come to trust that work is followed by a reward. You will be able to vary the length of time you expect a child to work depending on the child's mood and state. By watching the child carefully you will be able to give the child a reward before their behaviour slips into something unacceptable. This ensures that you are always rewarding good behaviour. | Apply this behaviour management technique methodically to get the best results. Be sensitive to the child's changing state. There will be times when the child can only do a very small amount of work and needs lots of reward time. This is OK so long as the adult is managing the arrangement and not the child. Give lots of warm feedback for 'work' and point to the upcoming reward as needed - but don't push the child so far that their behaviour deteriorates and you are not able to reward good behaviour. | |
| Star Chart 'I am working for .........' laminated card A 5 size. Symbols/pictures of motivators, laminated and with a Velcro square on the back to fix to the A5 star chart. Software to help create this. Small counters, smiley faces or stars with small bits of Velcro on the back so that they can be stuck to the star chart as needed. | As a rule make it easy for the child to get a reward to get the system started off. You may want to time the reward e.g. use a 10 minute sand timer or a watch if the child can understand a clock. |
Activities to understand and use the concepts of full and empty
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Introducing full/empty - full/empty symbols - click here to print - play activity - water/sand/soil/small toys - different containers | 1. Print and cut out the symbols set you wish to use - you could work on full empty straight away or simply if by using full/not full. 2. With your chosen play equipment, model to your child what full and empty look like with a range of different containers and items to fill them. 3. Comment on your child playing, encourage them to make full containers then empty them. | If your child is finding it challenging to grasp the difference between full and empty. Choose one concept first, e.g. full, and use 'not full' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of empty. |
| Water play - Aprons for you and child - Symbol for 'full' and 'empty' - click here to print - Four identical see-through containers - Two large jugs/bottles - Paper towels - Plastic sheet to work over
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| Watering the garden |
Four word phrases
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Act out a simple story with miniature people Use an event retell sheet with columns for 'who', 'what', 'when', 'where'. Simple everyday stories, for example: 'Going to the shops to buy new red shoes, nearly not finding red shoes, happiness at finding them at last' 'going out to play in the rain and jumping in puddles. Mum is cross' 'playing football with Dad and Dad kicks the ball into a tree' 'going on the bus on the bus and loosing teddy. Finding him next day at the bus station'. | Tell a story to the child using miniature people, some eg's in next column. Get the child to retell the story to you. This works well in a small group or in a one to one situation. Use a retell sheet to help the child answer 'wh' questions about the story. The child can write the answers and/or draw a picture. The child can read the story back to an adult. | Remember to give children enough time to produce the language you want. Use the figures or pictures as a prompt to get the language you want. |
| Barrier games Barrier games designed to elicit 4 word phrases e.g. Black Sheet programme | ||
| Books | If a child is struggling say it for the child 'as he would if he could', then ask the child to produce the phrase again without your language model. | |
| Digital camera record of school trips or games in the play ground |
indicates yes given a choice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Indicating 'Yes' An undesirable food item A favourite toy Two helpers | 1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. Offer the child an undesirable item and wait for the child to reject this. Then offer an item you know the child likes - either food or a toy - say 'Do you want this?' The communicator adult models acceptance by smiling, nodding and saying 'Yes'. The helper adult gently takes the child's head and makes a nod to indicate 'Yes' at the same time. The helper adult does not speak. 3. Continue until the child has learnt to indicate 'Yes' in an acceptable way. 4. Vary the items offered to the child. The child is automatically rewarded for indicating 'Yes' by getting the desired item. | Saying 'Yes' is more difficult for most children than saying 'No'. Work in short sharp bursts. When the skills for rejecting and accepting look as though they are understood extend the skill to lunch hour choices or playground choices of toys etc. |
indicates no given a choice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Indicating 'No' An undesirable food item A favourite toy Two helpers | 1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. The communicator adult offers the child a short play with the toy and then says 'finished'. 3. The communicator adult offers the child the undesirable food item - what ever you know the child dislikes - and says 'do you want this?'. The communicator adult models 'No' and shakes her/his head and holds up a hand to show 'No'. The helper adult gently shakes the child's head from behind but does not say anything. 4. The communicator adult takes away the undesirable food item and offers the child time to play with the toy again. 5. Repeat the process over and over again until the child starts to shake his/her own head or hold up a hand or say 'No' or a mix of all three to indicate rejection. 6. When the child starts to indicate 'No' acceptably reward immediately. 7. When the child reliably rejects one item move on and work on rejecting a different item - maybe not food. | The object of this activity is to give the child an acceptable way of rejecting things without having a tantrum. Only offer undesirable items you don't mind the child rejecting. Work on this activity in pairs for short sharp bursts. Children usually start to indicate 'No' before indicating 'Yes'. The sign for "no" in Signalong and Makaton is working flat hand held in front of the body facing forward, pointing up, moves sharply to the working side. |
Stories from pictures
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sequence pictures and comment on them Commercially available sequencing pictures Photo-copied pictures from a favourite book Photos from an outing |
| You may need to model this skill for children ie talking about what is in the picture. Encourage children to give the information about their pictures to others who are not already 'in the know'! This is motivating and can make more sense to some children. |
| Child's own drawings |
understands printed word can describe own experience
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Event recall A sheet with columns labelled with 'when', 'who', 'what', 'where' | Use a recent event and the 'wh' recall sheet and fill this out with the child e.g. a trip to the swimming bath - fill in a word or two to describe when the event took place, who went, what the event was and where it took place. The event can then be recalled by reading across the columns. This technique can be used to recall a recent book or game in the playground, or cooking lesson. | Keep language simple - the object is to show that print is relevant to real life experience and pictures of real life. Use 2/3 word phrases only. Give lots of reward even for small bits of a task well done - you don't have to wait till the end of a task to reward. This way you can always reward good behaviour before the child gets restless. |
| Recent event picture sequence Scrap book Photos from home or a school trip | ||
| Simple stick man drawings of an event | ||
| Diary | ||
| Home-school book |
Activities to develop one key word understanding
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Puppet Feeding (nouns) - A hand puppet - Selection of play food | 1. Place the puppet on your hand and lay a few items of play food in front of you. 2. Explain that the puppet is hungry. 3. Give your child instructions, e.g. '(puppet) wants the bread', '(puppet) wants the banana'. 4. Encourage your child to give the puppet the piece of food you asked for. 5. After a few turns, swap roles and see if your child is able to tell you which food to give to the puppet. | You could sign alongside saying the word. For videos of commonly used signs - click here. |
| Find it (nouns) - A selection of every day items - A box | ||
| Action Game (verbs) | You could sign alongside saying the word. For videos of commonly used signs - click here. | |
| Posting (nouns) - Post box - you can make your own with a cardboard box Optional printable post box template here - Picture cards to post - cick here for first words picture cards. | You could sign alongside saying the word. For videos of commonly used signs - click here. |
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