This piece is being submitted by The Maia Chung Autism and Disabilities Foundation from our volunteer
Shamoy Hajare who is a volunteer for the MCADF. We ask our volunteers to give in ways they can. Shamoy lives in Jamaica and works in special education. She wrote this piece as a donation for parents and others living with Autism here in the Caribbean.
Written by: Shamoy Hajare
The Power of Play For the average person, play is a physical or mental activity that is undertaken purely for enjoyment during leisure; on a more profound gradient, play elicits behavioral, social, and psychomotor rewards.
These rewards are especially important to a child’s physical and psychosocial development. When completely harnessed, play also makes learning enjoyable and creates an environment for communication and social interaction.
Over the years, writers and publishers who create educational tools for preschoolers have designed materials that combine play and education.
Many researchers and educators have realized that learning in an entertaining and creative environment stimulates the brain and senses of children more effectively than merely reading a book.
Although the symptoms of Autism Spectrum Disorder vary from person to person, there are a few characteristics that are similar when making a diagnosis.
For children with Autism, communication and social interaction are greatly impaired. There may also be repetitive behaviour patterns, preoccupation with certain activities and objects and delays in symbolic and imaginative play.
Play therapy’ or ‘learn to play program’ can aid with most of these issues.
Play for Communication and Social Interaction
Years ago Lev Vygotsky coined the term ‘Zone of Proximal Development’ ZPD, which he stated was a level of development attained when children engage in social behavior.
Full development of the ZPD as he puts it, was dependent on full social integration and interaction.
It is a fact that what we are able to learn when in the company of peers, superiors and professionals far exceeds what we are able to learn on our own.
It is no secret that children’s vocabulary and social skills are greatly stimulated when at play or during recess.
Recess is usually the highlight of the day for most children, but this specific activity can be challenging for children with Autism.
Recess creates a lack of organization, no expectation, limited guidance, many sources of sensory input and the domination of social interaction.
For these reasons many people may think recess would be a hazard for children with Autism.
However, there are many things that can be done to create a healthy recess environment for these children.
Recess Plan for Autistic Students PECS, Communication Books, ‘First Then’ boards and Choice boards Picture Exchange Communication Systems (PECS) and communication books are ideal learning and transitional tools for children with Autism.
Creating a picture schedule specifically for Recess will assist with the anxieties that come with the lack of structure during recess.
Using a ‘First Then’ board, Autistic children can be given the opportunity to engage in a preferred activity following recess.
For example, if a child likes to listen to music, you can say “first recess, then music” that way, the music acts as reinforcement and creates a positive reaction towards recess.
Remember also that it is unwise to overuse a reinforcer; so it is important to find a child’s likes and dislikes.
Story Telling
Children with Autism benefit greatly from fun and colourful story telling. Telling stories about recess with the aid of pictures about recess can also assist with expectations and social interaction.
Toys and Activities
Another strategy that can be implemented is to incorporate a preferred toy and activity during recess. By doing this, you are creating an environment for communication and social interaction.
Activities for Sensory Integration Recess is an excellent time for sensory integration because teachers and care givers can create activities that offer sensory release.
Activities like swinging, bouncing on an exercise ball, climbing, playing on slides, jumping, spinning and playing in sand boxes are excellent activities for sensory integration.
Time For children with Autism, having a specific amount of time for recess is very important. Recess should be scheduled for the same time everyday for the same amount of minutes.
For example, recess can be Monday- Friday at 1 pm for 30 minutes.
That way, there is some amount of structure which is a positive for children with Autism.
It is also good to have an activity such as ‘Independent activity’ following recess.
That way, each child can do their preferred activity following recess.
This is ideal because it creates a balance and helps them to relax and unwind after the intensity of recess.
It is important to remember that autistic children need guidance and autonomy during recess.
There should always be a balance. Use picture schedules, offer encouragement, give verbal and visual cues and provide reinforcements through praise when appropriate.
It is also good to act as a model for suitable behaviour.
Use shadowing and graduated guidance to illustrate appropriate behaviours but allow independence at the same time.
Ultimately, they will learn appropriate communication and social skills during the process.
Most children with autism want to interact but they are incapable of doing so.
Many of them are literally learning to play so a little guidance along with a little freedom goes a long way.
Resources Play - stages, Definition, Description, Common problems http://www.healthofchildren.com/P/Play.html#ixzz1I2LhFmUB Ella Rain http://autism.lovetoknow.com/Recess_and_Autism
http://www.uky.edu/~eushe2/quotations/vygotsky.html
Excerpts from Mind in Society
