By Jannik Beyer, Lone Gammeltoft
(Jessica Kingsley Publishers) writer is a psychologist within the uk. guide describes diversified play sequences which motivate the mixing of social, emotional and cognitive improvement in autistic young children. makes a speciality of the 4 key talents of visualizing, imitation, mirroring, and turn-taking. For pros and oldsters of youngsters with autism. Softcover
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Additional info for Autism and Play
That way everybody gets the ‘toe’. This can be visualized for the children on a plan. Purpose: This is a game that focuses on taking turns and starting/stopping. The passing on of the box visualizes the rhyme by basing it on action in a tangible and motivating way. Some children with autism are good at repeating and remembering linguistic expressions; thus they are given an insight into social experience by saying the rhyme together with other children. At least one of the children must know the rhyme.
Simply stated, the ‘never mind’ card is a visualization of the inner thought processes that the rest of us use in order to handle or adapt to disadvantageous situations. Epilogue To many people the joy and the meaning of social life is in togetherness itself – sharing experiences, thoughts, reflections, joys and sorrows. To people with autism social life is often more of an obstacle, which does not make sense until it is translated into tangible and manageable values. But to translate something that is based on intuition and feeling is, of course, only partly possible.
These skills are not challenging to the child; the challenge comes from the social element of co-operation. Procedure: Two children are seated in front of each other. 1). 2), who puts a new brick into the container and pushes the basket back to the first child, and so on. When all the bricks are put in the container the game is over. e. the basic skill is present. The new demand is that the child must learn to push the basket across to the other child every time he or she has put a brick into the container, an action that the grown-up can (physically) assist the child in doing at first.