I know how hard it can be to find 'How to' resources for parents. Well here is a gem. Playing, Laughing and Learning with Children on the Autism Spectrum is not just a collection of play ideas; it shows how to break down activities into manageable stages, and looks at ways to gain a child's attention and motivation and to build on small achievements. Each chapter covers a collection of ideas around a theme, including music, art, physical activities, playing outdoors, puzzles, turn-taking and using existing toys to create play sequences.
There are also chapters on introducing reading and making the most of television. This updated second edition contains an extensive chapter on how to use the computer, the internet and the digital camera to find and make resources and activities, and suggests many suitable websites to help parents through the internet maze. The ideas are useful both for toddlers and primary age children who are still struggling with play.
Toon meer Toon minder. Recensie s Moor's book is well stocked throughout with simple and easy to use ideas and strategies. She includes specific activities and play-scenarios, and, where possible, suggests how these ideas might be modified or expanded. Her writing style is easy to read and the chapters are well structures, perfectly suited for her desired audience of parents and caregivers.
Playing, Laughing and Learning with Children on the Austism Spectrum is not just a collection of play ideas; it shows how to break down activities into manageable stages, and looks at ways to gain a child's attention and motivation and to build on small achievement. Beyond being a collection of play ideas, this book shows how to break down activitiies into manageable stages, and looks at ways to gain a child's attention and motivation and to build on small achievements.
We have much better insight now as to the reasons behind the symptoms of autism often sensory overload which causes autistic people to shut down in order to cope. It also feels patronising to quote Temple Grandin via the comments of Oliver Sacks, rather than directly. However, chapters 9 Guided Participation and 10 Embracing Play are excellent, This may have been a useful reference in , but it feels very out of date now. However, chapters 9 Guided Participation and 10 Embracing Play are excellent, describing three useful case studies in practical detail.
Unless you are studying the history of autism treatment, skip ahead to Part 2, as part 1 is completely out of date as mentioned. From there on, this is a worthwhile read. Mar 07, Nicole Martin rated it really liked it. Maybe I am biased because she is my advisor in my Masters Program, but hey Kristina rated it it was amazing Aug 12, Sarah rated it really liked it Jul 01, Katherine Granelli rated it it was amazing Nov 23, Ewa rated it it was amazing Oct 19, Robin Diegel rated it it was amazing Aug 13, Georgia Gebert rated it really liked it Mar 25, Donna rated it it was amazing Apr 29, Deirdre rated it it was amazing May 17, Dannylions rated it it was amazing Sep 18, TommyLovesEli rated it liked it Jun 26, Jady Davis rated it really liked it Nov 23, EP rated it liked it Jun 12, Kim rated it did not like it Dec 29, Colleen added it Jul 23, Caroline marked it as to-read Oct 29, The two groups did not differ significantly in age, sex, parental age, parental education, family religion and family income.
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Families with parents having any psychiatric, neurological or physical disability were excluded. The 57 items on this checklist are differentially weighted to reflect the centrality of problem behaviour to the diagnosis of autism and assess five symptom areas of autism. Skill areas were assessed on a total of 15 dimensions chosen from two tools: Skinner's 9 analysis of verbal behaviour serves as the conceptual basis.
A number of follow-up projects have been done 10 on this.
The tools have strong components of language and provide strategies to develop an effective Individualised Education Programme IEP for a child. The researcher contacted each family on the telephone and presented the intent of the research. If the parents met the criteria for the study and gave informed consent, the researcher scheduled a meeting for an assessment of the child.
The assessments conducted in the presence of both the parents, were based upon independent observation of the child and information obtained from the parents. Testing time was up to three hours for each child and the researcher completed the measures in the same order over two meetings. Analysis was completed using SPSS Groups were compared using an independent sample t-test.
The effect sizes were calculated using Cohen d to estimate the practical significance of the differences. For interpretation, Cohen's scale of magnitude of effect size was used with values associated with small, medium and large effect sizes as. As compared to the controls, children with autism were found to show significantly more difficulties in responding to the sensory stimuli in the environment, relating with people and development of self-help skills.
Children with autism also exhibited significantly more stereotypical body movements, preference for routines and self-injurious behaviours as compared to the controls.
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- Playing, Laughing and Learning with Children on the Autism Spectrum!
Language and learning skills ALLS were found to be significantly poorer in children with autism than in controls Table 1. Given that autism is a spectrum disorder and the clinical manifestation of behaviours varies among children with autism, the authors examined the individual items of ABC and the frequency of occurrence of autistic behaviours among children with autism. Fifty-six of a total of 57 symptoms of ABC were present amongst the children with autism in the present sample. It was found that even if the children were unable to reproduce exact words, they would be echoing the sounds of questions or statements that they heard.
Results also show a wide spectrum in the abilities of children with autism. The results show that skill development varied in children with autism.
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While some of the children with autism were at the beginner's level, others in the same group had more developed skills. Cooperation with Adult identifies the degree to which a child will work with adults.
LANGUAGE AND LEARNING SKILLS AND SYMPTOMS IN CHILDREN WITH AUTISTIC SPECTRUM DISORDERS
The results reveal that the children with autism cooperated less with adults and had more disruptive behaviours. Vocal Play measures the amount of the spontaneous random sounds produced by a child. Echoic measures the ability to repeat sounds and words. Receptive Skills measure the ability to understand and act upon specific words and phrases. Receptive by function, feature and class RFFC is the ability to be able to react to an object when told something about the object or when given a verbal instruction that varies from the specifically trained instruction.
Intraverbals measures the child's ability of the rudimentary skills necessary for engaging in conversations. Analysis of individual items on gross motor skills Table 4 shows that while all children with autism in the present sample were able to successfully complete certain activities, other activities could be performed by only some of the children with autism. No child with autism was able to walk sideways, gallop, jump from a raised platform or balance on one foot. Some children were able to manipulate an 8-inch ball in different ways. However, none of the children were able to catch a ball using only their hands or bounce a ball at least three consecutive times.
None of the children were able to ride a tricycle or a bicycle while pedaling to move the cycle forward, do jumping jacks, climb a 5 feet ladder using reciprocal motion; walk across a narrow board for 8 feet without falling; or hang from a bar. Analysis of individual items assessing the fine motor skills Table 5 reveals that some areas of fine motor difficulties were common for most children with autism. All children with autism were able to stack blocks, but none of them were able to place blocks on design cards without prompts.
None of the children with autism were able to cut across paper with the help of scissors, cut out shapes, paste shapes on outline picture or make a picture according to a sample, use a pincer grip and copy shapes and line patterns. The authors studied the clinical presentation of symptoms of autism and the development of language and learning skills in children with autism and compared it with the profile of the typically developing children.
The total score on ABC shows that the children with autism scored significantly higher on all the five symptom areas of autism.
Since a global score does not clarify the areas of individual difficulties, all the items have been analysed individually to see the variation in autistic symptoms and skill development of children on the autistic spectrum. Children with autism had significant difficulties in responding to the sensory stimuli in the environment and multisensory processing appear to be affected among children with autism.
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This is consistent with other studies which suggest that sensory processing dysfunction in autism is global in nature and sensory processing problems need to be considered part of the disorder 12 and they hinder their daily functioning Children with autism may have hyper over , hypo under or a combination of hypo or hyper arousal sensitivities to sensory stimuli and the same can be seen in the present sample. While most of the children with autism showed no startle response, many of the same children also covered their ears at other sounds.
Results show children with autism have impairment in relating with others indicating a failure to engage with or react to other people. This is consistent with some of the previous findings which indicate that some of the earliest symptoms observed in young children with autism include a lack of orientation to social situations Individuals with autism have none or few friends, and deficits in relating maybe one of the reasons This is seen in stereotyped body movements and a preference for routines.
Deficits in imaginative activities, an important criteria characterising autism is most obvious in a child's play behaviours 1.
Most children with autism in the present sample were observed to engage in less elaborate functional play, fewer imaginative activities and showed an impairment in symbolic play, creativity and imagination. They were found to follow some complicated rituals and exhibited self-stimulatory behaviours. Though significantly less, similar behaviour was present in some controls as well. Some repetitive behaviours such as motor mannerisms and stereotyped behaviours can be observed directly; but rituals and routines are more difficult to observe and are often seen at bedtime and mealtimes.
As they are identifying features of autism, parents of children diagnosed with autism are likely to be aware of the repetitive behaviours and activities of their child.
LANGUAGE AND LEARNING SKILLS AND SYMPTOMS IN CHILDREN WITH AUTISTIC SPECTRUM DISORDERS
Social interaction is an important deficit especially in children with autism and needs to be a part of the training programme. Children with autism in the present sample have significantly impaired ability to sustain social interactions. In a yet unpublished study, T. Indians largely emphasise conformity to social norms and value social relatedness and the mothers being indulgent and protective may be more sensitive to the unusual aloofness of their child and might recognise social symptoms earlier Given that much of social behaviour involves language, it is an important component of an assessment.
The results here are consistent with many other similar studies e. Most children with autism in the present sample were found to be able to physically approach others to initiate an interaction, but had an impaired ability to initiate and sustain verbal interactions. Children with autism failed to achieve typical developmental milestones in language and showed use of language in socially inappropriate ways. The difficulties noted among children with autism in the present sample varied from failure to develop language at all, to a range of language abnormalities.
In children with autism, grasping does not spontaneously pass into pointing, and if pointing develops, it is usually pointing to get protoimperative , rather than the social goal of sharing protodeclarative experiences The same was seen true for the present sample of children with autism. The findings indicate that while some children were able to point to objects upon request, the spontaneous interactions initiated by children themselves were purely need-based.
While most of the children with autism in the present sample made little use of spoken language, amongst the few children, who did speak, repetitive and stereotypical speech was prominent. Pronoun reversal was also seen amongst the children with adequate speech.