Expert: Dr. Sharon A. Mitchell - 3/10/2009

Question
Hi Sharon,
I am an Eduacational Assistant working with a 3 yr old girl that has been diagnosed with autism. She is in an early intervention program with 15 other students, all with varying needs.(most just shy) At the beginning of the school year (Aug. 08) she was pretty much non-verbal. She has really come a long way since then. She can start to make 2 word sentences which is minimal, and sometimes tell us what she wants. My question is: When it comes to play time, she goes off on her own and plays alone, I wouldn't even call it playing. It is just more repetitive behavior, such as continuously pushing the same button on a toy cash register. We want her to learn how to interact with the other kids during this time, asking them to play with her. She doesn't understand what we are asking her to do. When we model this to her, she still doesn't have any interaction with the students. Do you have any suggestions as to how we might get her to become more socially involved with the kids in our class. Another note, she has no concept of pretend play, turn taking, or friendship. I realise that she is only 3 but would like to start her on track. Anythig you have to help would be great. Thanks a bunch!

Answer
Sure, Shawna. You may write anytime. The only caution is that periodically I go offline. I'm working on a Ph.D. in autism and when the work piles up too badly I temporarily stop responding to questions. If you see that the website is not taking questions, just wait a couple days.

Thanks

Sharon

Congratulations of the progress in this child's expressive language in such a short time. That suggests that she really is in the right program for her.

I can see that you're now anxious for her to progress in other areas.

The type of play you describe is not uncommon for kids with autism. However, like all children, autistic children will learn and grow in skills. But where to start is your question. First, let's look at what may be happening with her.

Most children, while they may acquire skills at slightly different times, are on a steady learning curve. Often with autism, this is not the case. A child may make strides in one area and while working on that skill, other skills (even ones you thought were firmly in place) may back slide temporarily then return again.

Since your student has come along so well in her language, possibly her play or social interaction skills have regressed for a little while, until she solidifies her speech.

Just being around other kids and in an environment that dictates, however loosely, how she must spend her time, is a major change. Entering a structured setting is an adjustment for any child but especially for one with autism. Because of this, she may require more down time than would other children. Maybe her repetitive way of playing is a way for her to soothe herself. It may also be a way for her to get lost within herself when the external pressures are too much. You may want to allow her a certain amount of time to do exactly as she pleases.

Are you familiar with Temple Grandin? She's probably the most famous adult with autism. She's a professor at Colorado State University, writes books about autism and travels the world sharing her experiences of growing up autistic. In some of her books (take a peek here http://www.amazon.com/Emergence-Labeled-Autistic-Temple-Grandin/dp/0446671827/re...) she talks about how frequently people worked with her as a child but every day after lunch her mom allowed her time to "just be autistic". But you don't want your student to go too far into her own world or for too long.

Rather than interrupting her solitary pursuit, consider trying to engage her with what interests her. If she enjoys pushing the same button on the cash register, enter into the game with her. This would be an opportunity to work on turn-taking - she pushes the button then you push the button. Share her glee and let her feel you interacting with her in a non-demanding way to begin with. Gradually you could expand the game by alternating the cash register with another cause/effect toy, adding a third person to the mix of the turn-taking, teaching number concepts by counting the pushes, saying we will push the button five times, etc.

Try to determine what it is about that toy that appeals to her. Is it the sound it makes, it's colors, the feel? Then try to find other toys that might fill similar sensory needs and introduce them, interspersing their play.

Does this little girl understand what it is you want of her? Just because she has started to speak does not necessarily mean that her auditory processing skills are keeping pace. In fact, most people with autism spectrum disorders have weak auditory processing skills. While their hearing acuity may be fine, they have difficulty making sense of what they hear and in knowing how to act on it.

Most people with autism have stronger visual than auditory skills. You can use this characteristic by presenting much of your information visually rather than by talking to her. Using visuals does not have to be complicated or time-consuming. Spend a few minutes making up picture cards to represent the various centers in your room and the activities you'd like her to do. Include pictures of her favorite toys. You can find free ready-made visuals at websites such as www.do2learn.com.

In addition, a visual schedule often makes a big difference in the lives of these kids. Again, the www.do2learn.com site explains the why and the how of this, gives you examples plus free grids on which to build your schedules.

Visuals are probably the single most helpful thing you can do for this child. And for many of the children you work with.

If your center has a budget to spend on professional development, here are a couple books I'd recommend:

- Just Give Him The Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism http://www.amazon.com/Just-Give-Him-Whale-Fascinations/dp/1557669600/ref=sr_1_1?...

- You're Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom  http://www.amazon.com/Youre-Going-Love-This-Kid/dp/1557666148/ref=sr_1_3?ie=UTF8...

- Teaching Young Children with Autism Spectrum Disorders to Learn http://www.amazon.com/dp/1931282099?tag=autismhelpf0e-20&camp=14573&creative=327...

- Visual Strategies for Improving Communication : Practical Supports for School & Home http://www.amazon.com/Visual-Strategies-Improving-Communication-Practical/dp/096...

You have made much progress in only half a year. This little girl is lucky to have such an interested and dedicated EA.

Best wishes,

Sharon A. Mitchell, B.A., B.Ed., M.A.
www.autismsite.ca