Isabella Rosinsky

Victorian State Manager

PlayConnect

What well cover:

What is autism
How does it affect the child
The experience
Top 10 tips
Benefits of play for autism
Play activities
Resources
How can you and your group help
PlayConnect
Sharing of play ideas
Bibliography
Close

What are some of the reasons

families with a child with
autism dont attend
playgroup?

What is autism?
Autism Spectrum Disorder (ASD) is the term used to describe a
developmental problem in the three main areas of :
1. communication,
2. social skills and/or
3. behaviour.
The level of severity in these areas can vary widely between individuals.
Children with autism are as different from each other as children who
are developing typically.
Some common features of ASD include:
Deficits in joint attention skills. This is the spontaneous sharing of
experiences with others, which is crucial in developing social skills and
social interaction with others;
Sensory issues;
Obsessions, repetitive behaviours;
rigid, inflexible thinking.

Definitions:
Autistic Disorder/Autism
In Autistic Disorder, or Autism, the impairments in the social and communication areas are severe and
sustained and present before the age of three years (although they may not receive a diagnosis by this
age). There is likely to be a restricted range of activities and interests. Autism is sometimes referred to as
classic autism. Speech delay is a core feature of Autism. Individuals with Autism may also have an
intellectual disability.

Aspergers Syndrome/Disorder
There can be severe and sustained social impairments, but impairments are not as severe in the
communication area and language generally develops at the typical age. However, individuals may still
have difficulties with the unwritten rules of communication (e.g. turntaking, engaging in conversation,
literal interpretations). There is likely to be a restricted range of activities and interests. The impairments
seem less obvious in the very young child, and become more apparent when the individual is in preschool
or school. Individuals with Aspergers Syndrome may have an average or above average IQ.

Pervasive Developmental DisorderNot Otherwise Specified (PDDNOS)

Individuals may be diagnosed with PDDNOS if they have some characteristics of ASDs that impact their
daily life, but do not meet the criteria for a diagnosis of Autism or Aspergers Syndrome. PDDNOS is also
known as Atypical Autism.

How does it affect the

child?

Preschool Years
Feeding problems, such as poor sucking. The child is often
resistant to solid foods or to variety in their diet.
Abnormalities in responsiveness to others; a child can show no
desire to be cuddled, a preference for familiar people and
appears to treat people as objects rather than a source of
comfort.
The child tends to not look directly at other people in a social or
interactive way.
There is constant crying or there is an unusual absence of
crying.
The child has marked repetitive movements, such as handshaking or flapping, prolonged rocking or spinning of objects.
The child takes an obsessive interest in certain toys or objects
whilst ignoring other things.
The child shows extreme resistance to change in routines
and/or their environment.

How does it affect the

child?

The child appears to avoid social situations, preferring to be alone.

There is limited development of usual play activities, particularly

imaginative play.
The child has sleeping problems.
There is an absence of speech, or unusual speech patterns such as
repeating words and phrases (echolalia); failure to use I, me,
and you, or reversal of these pronouns.
There are difficulties with toilet training.
The child does not point to or share observations or experiences
with others.
The child may be extremely distressed by certain noises and/or busy
public places such as shopping centres.
There is no evidence of disability in the childs appearance many
children with an Autistic Spectrum Disorder are very attractive in
appearance.

The Experience
http://www.youtube.com/watch?v=vNZVV4Ciccg
http://www.youtube.com/watch?v=KmDGvquzn
2k

Top 10 Tips
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Desensitisation seek professional help to help child slowly

cope with issue
Incorporate strategies into daily routine
Modify tasks to make it easier for child to cope
Sensory issues worse when child is tired.
Whole team approach family, friends, teachers, therapists
Education learn differences between sensory difficulties and
behavioural difficulties.
Consider availability of time and resources when implementing
a strategy.
Equipment and toys can be effective when compensating some
activities eg. Jumping on a trampoline instead of running.
Make intervention fun and rewarding to assist with keeping
child on task and focussed.
Identify only one or two areas to work on at a time.

Benefits of play for autism

Play is an integral part of child development.
Many children with autism spectrum disorders do not play in

a manner that is beneficial to development. Skill deficits and

interfering problem behaviours often inhibit productive play
in children with autism spectrum disorders.
Early diagnosis and intervention is a mantra in the field: The

earlier children can get help, the brighter their long-term

prospects.

Benefits of play
Parents can play a key role in actually teaching their autistic

children to play.

Guided play helps children improve basic skills like noticing what

other people are noticing, coordinating and imitating behaviours

and activities with others, and sharing positive emotions.

Play development is fostered by physically arranging the

environment to bring about the most competent forms of play,

and by guiding participation within these environments while
capitalizing upon child initiations.

In guided play, support is given during the play group sessions

according to the needs of the children, and builds on the

interests and abilities of the group members. Initially, the guide
directs the play activity. As the children become more capable of
creating play themes, initiating interactions and setting up play
events, the guide fades support until no direct guidance is
provided.

Tips for a Successful Play

Session

Have positive expectations of the group including the members and

their contribution to the group. Focusing on the positive is empowering

and sets the stage for action.

Use the childrens strengths and interests to make choices about play

activities.
Be understanding of others- we all have varied limitations and

strengths. Individual differences amongst playgroup attendees provide

valuable learning opportunities and make life and playgroup more
interesting.
Use clear communication: pictures, gestures, key words.
No one is an expert and no one expects you to be either. Source

information and ideas from a number of avenues including professional

networks, the parents attending playgroup, ASD Advisor etc.
Ask for help and support from your colleagues, supervisor and local

ASD Advisor.

Toys and materials

Cause and Effect toys
Small World Toys (cars, trains, trucks, Little People, dolls house, plastic

animals/dinosaurs)
Sound Toys (rattles, instrument, CDs)
Books
Bikes, tricycles, scooters
Balls (varied sizes/textures), hoops, bean-bags
Craft materials
Puzzles
Simple matching/sorting games
Construction (blocks, Lego, Duplo)
Sand and water toys
Sensory toys (bubbles, hand-held spinning/flash toys, hand held massagers,
spinning tops)
Furniture for small children
Rugs / mats/ pillows
Storage boxes
Digital Camera
CD player

Play Activities
Sensory play:
Sensory Boxes
Finger Painting
Bubbles
Fit Ball Activities
Play ideas:

http://raisingchildren.net.au/articles/autism_spe
ctrum_disorder_play.html#how

Sensory Play
Oral Stimulation (Oral)
Eating foods with hot or cold temperatures
Crunchy foods
Blowing bubbles
Using straws

Sensory Play
Movement (Vestibular and Proprioception)
Dancing
Stretching and yoga
Fit ball balancing
Swimming
Bike /Scooter Riding
Swings
Spinning discs
Trampoline
Scooter boards (on tummy or sitting)
Rolling and tumbling on mats and pillows

Sensory Play
Touch (Tactile)
Massage toys (self administered)
Sensory Box (using scarves, bubble wrap, vibrating toys,

slime toys)
Collage with different textures
Finger Painting / Foot Print Painting
Mixing dry or wet ingredients
Sand and water play
Painting with different implements
Play dough activities
Texture Walk (different surfaces laid out in a line children
walk on this with bare feet)

Sensory Play
Look (Visual)
Play with torches and other light sources
Craft using cellophane
Mobiles
Spinning tops
Marble Runs
Patterning boards
Flying kites
Streamer Play
Parachute Play
Pin Wheels

Sensory Play
Listen (Auditory)
Music of different genres (rock, classical, instrumental)

headphones can be helpful

Using instruments
Singing

Sensory Play
Smell (Olfactory)
Different smelling pots
Cooking

Multi-sensory stories
Stories that use the senses:
The stories that have the most impact are tailor made
and personalised.
7 pages or less
Matte laminate or board in neutral colour for the
pages
Keep sentences short no more than 2 sentences per
page
Include speech sounds that relate to object on page
Use a box to contain all the pages of the story. Box
becomes cover.
Use your imagination. Get real objects from op-shops.

Social Stories
Individuals with an ASD often have difficulty interpreting
social situations and need assistance to make sense of
them. One way to help them is through using a Social Story:
this is a short story, often written for a specific individual, to
help them understand and respond to a social situation.
International ASD expert, Carol Gray, pioneered Social
Stories in 1991 and since then, the idea has evolved: they
have been shown to be helpful to children, adolescents and
adults as well as other individuals with social and
communication delays.
http://www.thegraycenter.org/component/content/article/79
Social story for playgroup

PlayConnect USB
Nurturing Children With Autism

Resources
www.bagbooks.org
www.nanasweightedblankets.com.au
http://www.suelarkey.com/Sensory_Shop.php
www.aplaceofourown.org/activity.php?id=324
www.springfreetrampoline.com.au
www.sensorymatters.com.au
www.resourcesathand.com.au/shop/sensory.html
http://www.amaze.org.au/discover/about-autism-spectrumdisorders/resources/
PlayConnect USB Nurturing Children With Autism

How can a community

playgroup be more
Educate self about ASD
accommodating?
Support Parents
Focus on developmental age of child rather

than chronological age.

Adapt activities become ASD friendly. E.g.

autumn leaf printing could just be roller

painting for the less dexterous children.

Have a quiet space

Have a clear schedule, routine and visual cues.
Obtain Amaze Certification

Care for the parent

Sensitivity
Non judgemental
Listen
Connect with other parents
Connect with other services
Follow-up during absences

PlayConnect
Currently we have 12 playgroups operating across Victoria.
Its funded by FaHCSIA and free to attend.
Children do not require a formal ASD diagnosis to attend a

PlayConnect
Playgroup not therapy
Siblings are welcome
Environments structured around supporting play for children

with ASD
Designed to link families into the community and develop

informal support networks

Share Play Ideas

Bibliography:
PlayConnect Practical Guide Book
Amaze publication:The Spectrum, Vol 9, No. 1, Autumn Ed. 2013
http://www.amaze.org.au/uploads/2011/08/Information-Pack-Aug11.pdf
http://www.iidc.indiana.edu/?pageId=482
http://raisingchildren.net.au/articles/autism_spectrum_disorder_pl
ay.html
http://autism.about.com/od/childrenandautism/a/A-ParentsIntroduction-To-Play-And-Autism.htm

The End