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Object manipulation is the first stage of the development of play in children. It is the use of different senses to feel, move, touch, taste, turn, bang, etc. objects around which allows the children to learn about the object and its environment. This is a part of exploratory play. A child with Autism will manipulate objects and explore play differently.

Characteristics of object manipulation and exploratory play for those with Autism:
- Atypical interests
- Interests in a limited number of objects
- Playing with objects in a repetitive manner
- Play skills that lack flexibility
- Object-focused interactions for children with Autism is that all of the attention of that child is given to that specific object.

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There has been a connection seen between playing with objects and the development of language learning. Playing with objects is viewed as a large part of the development of language. Issues with children with Autism and Object Manipulation include:
-Children with Autism are less likely to engage with other objects that they do not have an interest in.
- Issues with disengaging from objects of interest.
- The interest in specific items leads to a lack of engagement with social cues due to lack of interaction with others.
- The interest in specific items leads to a lack of direct communication with other individuals whether that be caregivers, adults, or peers.
- Less opportunity for verbal input from adults that they could interact with.

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https://www.thesensoryspecialist.com.au/blogs/blog/autism

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Autistic children enjoy and learn through play, just as typically developing children do. By helping your child's play develop, you also help your child learn and practise new skills and abilities. These skills are important for your child's overall development. They include the ability to explore the environment, copy others, share things, take turns, imagine what other people are thinking and feeling, and help with communication skills.

Sometimes, autistic children may play in a slightly different way to other children. They may play the same game or read the same book over and over again. They may find it difficult to develop symbolic play skills without help. For example, they may enjoy placing train engines on a track, but may be less likely to enact scenes or make sound effects.

By being aware of this difference, you can help your child learn how to play and develop their skills by playing together with them. When you play together, you can model types of play as well as skills for your child. Playing with your child is also a great way to tune in to your child and build your relationship.

There are different types of play, which often develop in stages. I will briefly explain each type of play, and give you some examples of play ideas which you can do at home.

exploratory play

cause-and-effect play

toy play

constructive play

use a routine

physical play

Exploratory play is when children explore objects and toys, rather than playing with them - for example, feeling the softness of a teddy bear or looking at the shape of the dolls hands.

To help your autistic child with this type of play, you can encourage your child to explore objects around them as part of everyday activities. For example, when your child is having a bath, you could encourage your child to splash water, rub soap between their fingers, pour water from a cup and so on.

We love a sensory table set up at our house for exploratory sensory play. You can include a sensory item such as coloured water beads, water, sand or rainbow rice. Then add any other house hold items you have such as cups, bowls, spoons or a sieve, and VOILA! You have an amazing pouring/scooping/measuring/tactile play activity!

Our fidget toys are also perfect for exploratory play, such as our squishy water orb ball and Smooshos colour changing jumbo balls.

Cause-and-effect play is when children play with toys that require an action to illicit a result - for example, pressing a button to make something "pop" up.

This type of playteaches children that their actions can affect different things, and gives them a sense of controlin their play. It can be a chance for your child to learn to copy what you're doing, take turns and ask you for help.

Some examples of this type of play include hitting the xylophone or the drum with the drum stick and hearing the noise it makes on a music set, or tipping a rainmaker rattle upside down and watching the beads cascade to the bottom and make a noise.

Toy play is learning how to play with and use toys in the way they were designed to be used - such as pushing a toy car, talking on a a toy phone or riding a bike.

Depending on what toys your child likes, toy play can help your child develop thinking, problem-solving and creative skills as they figure out what to do with their toys. Children also learn through a psychological term called "observational learning" or "modelling". The premise of this idea is that your child learns by watching your behaviour and them copying or mimicking them.

Here's how to help your autistic child with toy play:

Sit in front of your child so your child can look at you, communicate with you, and see what you're doing. This also makes it easier to engage your child in play.

Offer two or three toys your child enjoys. This gives your child a choice, but doesn't overwhelm your child.

Let your child lead the play. For example, if your child is spinning the wheels of a car, you could spin them too. Then turn the car the right way up and run it along the floor saying, 'Brrm, brrm'. Or if your child likes opening and closing doors on toys, start with this and then add toy figures walking in the doors. We love our Lubulona car and bus as they have peg people which you can take in and out.

Encourage your child to play if your child doesn't copy you. You could say, 'Your turn to drive the car'. Take your child's hand and place it on the car, then move the car across the floor together.

Reward your child with praiseand positive feedback like 'You made that car go really fast. Good job!'

Show your child short videos of other children playing with toys. This can give your child ideas about what to do.

Constructive play is when children build or make things. It involves working towards a goal or product - for example, completing a jigsaw puzzle, making a tower out of blocks, or drawing a picture.

This type of play canhelp children develop motor skills, practise thinking and problem-solving skills, and enjoy being creative.

You can encourage your autistic child's constructive play by showing your child what to do. For example, you could try building a tower with blocks to show your child how to do it, or you could use pictures or a video that shows how to build a tower.

Incorporate a daily routine

Many professionals are urging parents and teachers to incorporate various sensory ideas into their daily routine. Maintaining a routine for children with autism is an important factor in their development. Aim to combine sensory play into their day-to-day plan. This will then help them process information, including the atmosphere and surroundings- that can help individuals with autism become more comfortable in various social situations.

A great example of this is our set of 72 routine cards. Using these cards instills a sense of routine and predictability into their daily life, which will result in less anxiety about what will happen next. By taking a look at the example below, by using the card "quiet play" in the days routine, the child understands the expectation to play quietly during that time frame.

Help develop their motor skills

One of the most overlooked aspects of sensory therapy is coordination and overall physical development.

Two of the big factors of improving physical skills is to develop both fine motor skills and gross motor skills. These also contribute to sensory exploration and can help children with autism develop new skills and confidence with their physical abilities.

Fine Motor Skills- involve hand dexterity and fine control movements using our fingers and hands. This can be as simple as picking up small objects, or holding a pencil and writing. It helps with coordination as well as allowing our little ones to experiment with their sense of touch.

Gross Motor Skills- This refers to playful activities that are physical, rough and

tumble play. This can be activities that involve squatting down, jumping, walking, climbing, throwing, balancing and running.

This type of play gives your child whole-body exercise and helps them develop gross motor skills . It can also be a chance for your child to explore their environment and interact with other people. We love our Pikler Triangle climbing equipment range for active play at home.

I hope this has given you some ideas with how to interact, explore and engage with your child and create a happy learning environment.

Sarah x

*Credit: some information was sourced from Raising Children Network

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How to support your autistic child with sensory play

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Autistic children enjoy and learn through play, just as typically developing children do. By helping your child's play develop, you also help your child learn and practise new skills and abilities. These skills are important for your child's overall development.

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Functional play is using the object correctly or the association of two or more objects in a correct way. An example of this is using a baseball with a baseball bat and glove. It appears in children around 12 months old and is simple and self-directed. They are able to start noticing and associate objects to one another while engaging in play. This develops into playing with more objects at a time then to a higher level where the object may not be dependent on play at all.

Two Types of Functional Play:
1. Simple functional play-playing with two objects that are functionally related and showing the relation.
2. Elaborated functional play-playing with numerous objects appropriately together, using them in the appropriate ways, and use of a sound or gesture.

Characteristics:
- Repetitive and predictable functional play behaviors
- A lot of time is simple play acts with a single object.
- Less time completing novel play acts.
- Play looks the same in all play situations.

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-Imitation and joint attention are a large part of functional play and children with Autism often have difficult with these.
- Because the child with Autism is spending most of their time with one object, giving attention to the object and coordinating social engagement is difficult for them and something that is not usually done.
- Children with Autism miss how to functionally play with objects because they are not as able to engage with others and see socially how others use the objects.
- Children with Autism are often in the early stages of play and have difficult transitioning from this to the more elaborate play stages.

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https://www.youtube.com/watch?v=RLGDUE5Ek6o

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Resource for Functional/Manipulative Play 

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Resource for Functional/Manipulative Play 

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https://www.nhsggc.org.uk/kids/life-skills/play-leisure/functionalmanipulative-play/

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Children learn about objects and their use through functional play.

Back to previous page

Functional/Manipulative Play

Children learn about objects and their use through functional play. They use toys or objects in the way in which they are intended. They will roll a ball and stack blocks.

This type of play can also be described as manipulative play. A child uses their hands to manipulate toys and objects to learn about how to use them. This includes construction play, arts and crafts and tool-use (e.g. scissors) and helps to develop eye-hand co-ordination.

Early Manipulative Play

Manipulative Play in the early stages is about learning to use your hands. Fine motor skills develop through a number of different stages from sensory awareness to in-hand manipulation and tool-use. These skills are essential for the development of other activities of daily living. Below are some play activities to help your child develop these essential skills.

Reach, grasp and release are fundamental fine motor skills. It is important to develop these skills early as they are building blocks to complex fine motor skills and participation in activities of daily living which develop later.
Reach & Grasp Click here for Activity Ideas Release
The development of reach and grasp is influenced by a child's growing interest in objects and desire to attain them.
Click here for Activity Ideas
Children love to place objects into containers and empty them out! This helps them to develop their release skills and refine their eye-hand coordination skills.

Finger isolation is an important stage in the development of grasp. It is the ability to move certain fingers apart from the rest of the hand/fingers.

When children begin using their hands, all fingers move together at the same time. As they grow and develop, they gain the ability to move individual fingers. It helps with being able to fasten and unfasten buttons, hold and control a pencil for drawing and writing, cut with scissors, type on a keyboard, play a musical instrument, tie shoelaces, and many other daily living skills.
Click here for Activity Ideas
Or try the following website for more information:

There are a range of free Apps for Apple and Android that can help your child with finger isolation:

Being able to pick up small items between your thumb and index finger is an important stage in the development of hand function.

A pincer grasp is used to hold a pencil, thread a button through a hole and pick up coins.

Click here for activity ideas for early years. The activity sheet has a homemade recipe for playdough for you to make with your child.

Please be aware that playdough (both shop bought and homemade) may contain wheat. Make sure you use a wheat free alternative if there is a known wheat allergy.

Or try the following website for more information:

An important stage in the development of fine motor skills is the development of bilateral hand use.

This is the use of two hands together to grasp and manipulate objects.

This stage of development starts with bringing the hands together in the middle and develops to using one hand as the dominant hand and the other as a helping hand.

Click here for activity ideas for early years and click here for activity ideas for older children.

Construction

Construction play involves manipulating one or more pieces of play materials to create something new. This may involve a variety of methods - stacking, sticking, putting together, taking things apart, sorting or moulding, to name a few.

Construction play develops all types of skills and behaviours;

The motor skills necessary to create and manipulate the items.

Imagination skills.

Planning & ideation skills; the ability to try out and test ideas.

Perseverance when things don't work.

When playing with others turn taking and collaboration skills.

Playing with Technology

There are benefits to using technology both for play and learning. Using technology can help with creativity, problem solving, visual thinking and can make learning fun. Using the right kind of technology/games/activities can support the development of your child's learning and skills, including fine motor skills, letter/number/shape/colour recognition, eye-hand co-ordination, reading, writing, planning, problem solving etc.

Click on the links for more information for parents/carers in relation to internet safety and also more information on using IT in education.

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They use toys or objects in the way in which they are intended. They will roll a ball and stack blocks. This type of play can also be described as manipulative play. A child uses their hands to manipulate toys and objects to learn about how to use them.

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Symbolic play starts to develop between 18 and 24 months old. It continues as the child grows. There are three forms of symbolic play:
1. Pretend play-the child can create imaginary events, alternate identities for objects, environments, and people including themselves. A child is able to assign rules to inanimate objects. This stage of symbolic play often comes with language development and often requires verbal and nonverbal communication. This starts between 9 and 24 months old when the child starts engaging and producing functional acts. There is often the use of construction of verbal narratives which needs complex planning, sequencing, and organization with well-developed language skills. Begins as solitary play.
2. Social play-occurs when the child shifts from solitary play to engage with others and in social interactions. Assists in the development of social skills. Social play is any interaction of play with another individual, is structured, and often involves pretend and imaginary play. It requires ongoing communication.

Characteristics:
- Children with Autism often prefer to play alone so engagement with others is not something that occurs.
- Parallel play with children next to them.
-Limited spontaneous symbolic play because they do not switch between objects due to interest in one specific object at a time.
- Play is often imitated from others or repetitive so lack of engagement in pretend play. If pretend play does occur, it is often only for a short amount of time.
- Poor imitation skills leads to issues with reciprocal communication or sharing interests or objects with peers which is a large portion of social play.

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Issues with Symbolic Play in Children with Autism

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Issues with Symbolic Play in Children with Autism

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-Impairments in symbolic and pretend play.
- Issues with implementing pretend play following instruction because they cannot generalize the skills needed.
- Issues with joint attention, social imitation, and social-emotional reciprocity become problematic because these are major components of social play which helps with development of social skills.
- Limitations with receptive and expressive language creates barriers with social interaction which creates issues with social play.

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Resource Article for the Importance of Symbolic Play

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Resource Article for the Importance of Symbolic Play

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https://difflearn.com/blogs/news/go-play-the-importance-of-symbolic-play-in-early-childhood

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Go Play! The Importance of Symbolic Play in Early Childhood

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This week's post comes to us from Stephanny Freeman, PhD and Kristen Hayashida, MEd, BCBA, our partners on the Play Idea Cards app. Play Idea Cards is a full curriculum on teaching play - right in the palm of your hand! Check it out on the Apple App Store!

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Pretend Play Ideas for Children with Autism

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Pretend Play Ideas for Children with Autism

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https://www.speciallearninghouse.com/pretend-play-ideas-autism/

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This is my favorite list of pretend play ideas for kids with autism! Developing pretend play skills can be very challenging for children with autism. Working on developing pretend play skills should be a priority in your child's program.

Engaging your child in pretend play helps develop creativity, promotes behavioral flexibility and increase opportunities for learning.

10 Pretend Play Ideas for Children with Autism

This activity is adorable and hands on. You can work on the related vocabulary words in addition to the manual activity : tiger, jungle, box, stone, orange and black.

We have enjoyed hours of learning fun at my learning center with these fun pretend food activities. The pasta is one of my personal favorites!

Everything you need to make your own hardware store, gas pump & rocket ship!

This is such a sweet craft. Perfect to make out in the garden (or in your living room). I recommend pairing it with one of my favorite classic books that is perfect as part of a home or classroom programs for special needs learners : We're Going on a Bear Hunt.

Related post : Increase Your Child's Vocabulary with These Board Books

I love using dollhouses in my specialized programs for children with autism. They are a fabulous tool for teaching such everyday vocabulary as : house, door, table, chair, bedroom, kitchen and more!

These DIY plantable felt garden projects have been very popular in the past with learners at my ABA center in Paris. They are fun and easy to put together and so fun. They are some of my favorite pretend play ideas. Added bonus : once you've created them you can bring them out again and again! You can use them to teach vocabulary, build fine motor skills, as part of a sensory schedule and more!

(photo : DIY Symbolic Play Garden from Habitat at Home)

This activity is so much fun! Make your own movie tickets and popcorn and enjoy!

Related post : 8 Tips for Enjoying a Movie with Your Autistic Child

Isn't this little cardboard mailbox the cutest DIY project? I absolutely love it! We have done this project several times with the kids and everyone always loves it. For little ones who are learning to write, have the write a letter to "send". If your child isn't writing yet, he or she can draw a picture. Even if your child isn't drawing yet, he or she can stick some stickers on a piece of paper or small piece of cardboard to "send" a letter!

There are many ways to make a pretend kitchen. Have your child participate as much as possible in the creation of your little play kitchen. Pro tip : use real (dried) pasta in your play to add a fun sensory component.
Related post : 25 Sensory Box Ideas for Your Child with Autism
Finger puppets are a wonderful tool for teaching pretend play skills. Act out particular actions (jump, walk, lie down...) and build imitation skills with these fun little toys. Added learning bonus if you make your own according to the DIY instructions.

These are some of my favorite toys for creating pretend play programs with autistic learners at home and in the classroom :
We have included affiliate links for your convenience. You can read our disclosure here.

Related Posts

Enjoy these pretend play ideas!

Let me know what you are going to try with your child in the comments below.

First published December 26, 2017. Last updated April 15, 2021 with more information, additional tips, and better readability.

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Pretend Play Ideas for Kids with Autism - Special Learning House

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This is my favorite list of pretend play ideas for kids with autism! Developing pretend play skills can be very challenging for children with autism. Working on developing pretend play skills should be a priority in your child's program. Engaging your child in pretend play helps develop creativity, promotes behavioral flexibility and increase opportunities for learning.

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Resource Video for Symbolic Play in Children with Autism

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Resource Video for Symbolic Play in Children with Autism

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https://www.youtube.com/watch?v=5ZqRLGbA4U8

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Why they are beneficial:
- Allows the child to know what they are supposed to do.
- Provides the child with information on how to use the object.
- Provides the child with information on how they are expected to engage or behaviors associated with the object.

Visual instructions can be pictures, objects, or written words.

Visual instructions are provided before, and/or during play to support the child with engaging and completing activities.

May be most important during play activities because of the need for more creativity and flexibility from the child which, those with Autism often have issues with.

Types of adaption of play materials:
- Use of photos to show steps to complete during a play activity or with a play object. The caregiver can take images of how to play with the object or different ways to use the object with other ones that the child can follow along and mimic to engage in play. This helps with supporting the child to learn functional and symbolic play actions and routines.
-Color coding to assist the child with which step for play is next or to associate different objects with one another. Can be used with colored tape, paper, or the object itself.
- Picture matching cards-the child has two or more cards where they match what the object may be used for or how it can be associated with other objects.

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Creating and providing visual organization to play materials or activities may increase engagement. By creating visual organization, there may be a decrease in the child becoming distracted or confused by the different materials or activities.

Ways to create visual organization:
- Limit the number of parts or pieces in an activity or with a play material.
- Necessary highlighting which is the act of outlining or specially marking pieces so that the child can easily recognize them.
- Use of specific trays, bins, containers, baskets, etc. to minimize the space used for completion of the activity or the parts.

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Resource Article for Adapting Play Activities and Materials 

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Resource Article for Adapting Play Activities and Materials 

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http://www.eclre.org/media/84761/adaptingactivitiesand_materialsec-1.pdf

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List of Popular Games and Activities that Have Been Adapted

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List of Popular Games and Activities that Have Been Adapted

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https://blog.stageslearning.com/blog/12-popular-games-adapted-for-children-with-autism

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12 Popular Games Adapted for Children with Autism

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For children with autism, games and related skills may need to be explicitly taught, supported, and adapted to experience success with the activity.

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https://www.teacherspayteachers.com/Product/Guess-The-Person-Game-Visual-Supports-for-Autism-ABA-Special-Education-1809482

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This FREEBIE includes rules of the game, visual supports for asking questions & game play as well as a communication board for students to use when playing "Guess the Person" games such as Guess Who, Who's Left, etc.

Using visual supports for rules and game play strategies allows your students more independence, while a communication board helps learners with communication challenges to successfully participate in social situations!

Enjoy!!

Note: These are supports for game play, the actual game is not included in this product.

Fonts By: KG Fonts
Graphics: This product was created using Smarty Symbols Images. All rights reserved 2011-2015.

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"Guess The Person" Game Visual Supports for Autism, ABA & Special Education

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This FREEBIE includes rules of the game, visual supports for asking questions & game play as well as a communication board for students to use when playing "Guess the Person" games such as Guess Who, Who's Left, etc. Using visual supports for rules and game play strategies allows your students ...

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Creating Structure Within a Play Environment

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Creating Structure Within a Play Environment

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When working or playing with children with Autism, the environment in which this occurs should be organized and provide functional cues about the activities that are going to occur in the space. There should be behavioral expectations as well which will help with social engagement. By having a structured and organized environment, the child is less likely to encounter distractions or become overwhelmed due to stimulation from other sources within the room.

Examples and steps on creating a structured play environment include:
- Defined play space with physical and visual boundaries-helps limit distractions and keep the child with Autism in a specific area.
- Use of furniture in a space to create smaller spaces for activity and play completion which helps to limit distractions and make the situation more manageable and less overwhelming to the child.
-Limit the number of distractions during instruction and play of the activities.
-Have the child focus on other children around them engaging in the same or similar activity and the play materials and not on other things within the environment.
-Removing the number of activities and play material in an area through the use of storage or closets, covering the materials with a blanket or sheet, or rotating the materials in a setting.

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Example of Outdoor Play Area with Adaptations to the Environment

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Example of Outdoor Play Area with Adaptations to the Environment

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https://www.pentagonplay.co.uk/news-and-info/outdoor-learning-spaces-for-children-with-autism

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From 27 th March to 2 nd April this year it's The National Autistic Society's World Autism Awareness Week.

At least 1 in every 100 people in the UK have autism so you will most likely have met someone with autism at your school.

The National Autistic Society is the leading UK charity for autistic people (including those with Asperger Syndrome) and their families. They provide information, support and pioneering services, and campaign for a better world for autistic people.
In support of their campaign, we are examining the benefits of outdoor learning and outdoor play for children with autism. We look at how schools can design their outdoor learning spaces and playgrounds specifically to support children with autism.
Research vs Observation

There has not been a great deal of scientific research into the benefits of outdoor learning versus indoor learning for children with autism specifically, although extensive worldwide research points to the many benefits of outdoor play and learning for all children in terms of health, wellbeing and overall learning and development.

One thing we do have to go by however, is the wealth of knowledge and first hand experiences and observations of teachers and support workers who work with children with autism every day.

Many have commented on how they have seen real improvements when autistic children are engaged in learning in one form or another through outdoor play.

A study in 2010 to examine the benefits of outdoor experiences for children with autism was conducted by interviewing teachers, parents and volunteer workers as to how they perceived the benefits of taking a child with autism outside to learn.

The main benefits that they reported were improved physical activity, better social interactions and communication, and in some cases that child specific sensitivities decreased when the child spent more time outdoors. That's enough to make us sit up and take note.

The benefits of outdoor learning for autistic children

Autism, or Autism Spectrum Disorder, is a pervasive neurological developmental disorder characterised by impairments in social interaction and communication skills, sensory integration and repetitive behaviour patterns. It affects the way that children perceive and process their world and symptoms vary greatly from person to person.

When it comes to communication, around 40-50% of children with autism are either non-verbal or have difficulties participating in conversations.

It is hard for them to read facial expressions or anticipate what somebody else might be feeling.

They can also struggle to express their own needs and may become isolated and detached from others. Many children with autism suffer from Sensory Integration Dysfunction, which includes sensitivity to sensory stimuli such as sound, taste, smells, sights and textures.

Some may be over-sensitive to the feel of different textures such as fabric against their skin or grass under their feet.

Others may be under-sensitive to pain and discomfort and struggle to protect themselves from injury.

Often children with autism cannot filter input from different sources, so they experience everything at once and it's overwhelming for them.

Repetitive behaviour patterns are also common for children with autism, whether repetitive body movements, the constant need to follow certain routines or fixation on organising items in a certain way.

With all of this in mind, what it is important is that we find more and better ways of supporting children with autism throughout their learning, being aware of their needs, guiding them through some of the challenges that they face every day and helping them to develop their own independence.

It's about adapting learning environments so that they can get the most out of them, and being flexible enough to move learning to an outdoor environment if that's what works best for them. Teachers are saying that daily time spent outside is changing the way that children learn and behave.

Their observations have shown that outdoor learning spaces can play a huge part in encouraging children with autism to engage, to learn and consequently to be happier and healthier as individuals.

The confines of an indoor classroom can often feel formal and pressurised. Children don't have the space they need to let off steam or to relax into the task in hand. The outdoors offers children a sense of space and freedom.

It offers an alternative learning environment for autistic children who are more comfortable following their own methods, where they can more comfortably explore new things and be exposed to new learning opportunities.

Teachers have reported cases of autistic children who are non-verbal, for example, spelling out their name with twigs on the floor for the first time after watching other children building structures outside. This sort of natural environment creates a foundation upon which children can be motivated, engaged and continue to grow.

It is through first hand experiences which capture a child's attention and gain their interest that they can build up their learning in layers. Building on observations and experiences outdoors, children are keener to record their experiences and literacy and attention can gradually improve.

Outdoor learning environments offer wonderful opportunities for more "messy" play, from sand and water tables to gardening, digging and exploring wildlife. On a typical day EYFS children can be found pouring and splashing water, hunting for mini-beasts, making mud pies, digging and scooping sand and generally exploring textures and getting their hands dirty.

This doesn't change much at Key Stage 1 or Key Stage 2, it's just that the play becomes more advanced and technical! Autistic children who tend to be solitary will at first just observe, and move on to play alongside if not with other children.

They learn through observing and mimicking. Those who are sensitive to sensory stimuli gradually learn to become more comfortable playing about with different textures as this becomes a regular and normalised activity.

One of the more obvious benefits of outdoor play is the benefit of physical activity as children get outside and move their bodies. It's good for their health and fitness and helps to reduce obesity. By moving around the playground whether running and climbing or just walking around the different activities, children are exercising.

Muscle tone, balance and strength are often lower in children with autism so it's important that they have regular opportunities for physical activity which will naturally work their muscles, encourage them to work on some gross and fine motor skills, and improve their physical health. It's also a good way of expending energy which can help them to become calmer.

Attention Deficit Hyperactivity Disorder (ADHD) is common in children with autism. If a child has ADHD, then they experience significant difficulties with hyperactivity, impulsiveness and a poor attention span.

Research on the physical benefits of exposure to nature has highlighted that time spent outdoors can help fight ADHD, and psychologists have linked contact with nature to restored attention, recovery from mental fatigue and enhanced mental focus.

Studies have shown that children with ADHD have a greater ability to focus immediately after spending time outdoors in nature, and experience shorter recovery periods for stress and anxiety when given time outdoors.

It is not just direct contact with nature that makes the difference, but also having a view of and access to more natural settings which has been shown to benefit children's cognitive functioning. While not all autistic children suffer with ADHD, the message here is entirely clear. More time spent engaged in outdoor learning and play has tremendous benefit for autistic children in terms of their behaviour.

Outdoor learning helps to manage difficult behaviour so that children are in a much better, happier and calmer place mentally, and so more ready and open to learning.

Designing a school playground for children with autism.

It is not difficult to create fantastic outdoor play and learning spaces for autistic children with all the different and wonderful resources that are available today.

With some thoughtful consideration to the specific issues faced by children with autism and other related special educational needs, you can provide exciting, engaging and inspiring outdoor learning environments that really serve their purpose when it comes to connecting children with nature, with each other and with the wider world.

Well-designed outdoor learning spaces can offer children one of the most important things of all - an opportunity to have therapeutic fun and enjoy life in a safe and accepting environment. It's what we all want in the end!

One of the main things to consider when it comes to planning outdoor learning and play spaces for children with special educational needs is accessibility. For children with autism, consideration really must go beyond accessibility.

Brilliant spaces allow for inclusive, nature based play and learning for all children to enjoy. They should accommodate a range of experiences and address a variety of issues including limited fine and gross motor skills, and cognitive and sensory impairments.
Children with autism often have heightened sensory issues, meaning outdoor learning spaces must be comfortable and supportive for them to allow them to build up skills successfully. Here's how to do it:
● Consider location - try to build the outdoor learning space in an area that is relatively quiet, because lots of different noises from different sources can be overwhelming.

If this is difficult due to positioning, roads, built up areas etc, then edge the area with fences and trees, that provide natural screening from outside distractions and absorb sound.

is brilliant because it offers a tall and more natural screen and you can grow climbing plants up it or plant trees and bushes against it. It is important to provide shade either from trees or shade structures as many autistic children are sensitive to strong light.

● Build in quieter, comfortable and soothing areas - children need somewhere to escape when they are feeling overwhelmed or just want some peace and quiet. Make it comfortable and cosy with some , hang hammocks and drape blanket sails to provide shade and screening.

Edge with planters filled with a variety of plants, herbs and flowers with different soothing colours, scents and textures and plenty of "green". It is best to build these "quiet zones" nearer to the classroom exit to encourage children to make the move outside, and make sure that they offer a partial view of the rest of the playground so that children have an outdoor place to observe and make the transition to other activities when they are ready.

● Accessibility - Smooth is important for children with mobility issues. It should be anti-glare as children with autism are often sensitive to bright light. Pathways need to be wide to avoid a feeling of overcrowding which can be intimidating for children with autism.

Pathway edges and any steps should be clearly marked so that children with visual impairments know that they are there.

● Provide visual aids, signage, symbols and orientation maps - Map out the playground. Non-verbal children often use a picture and symbol exchange system to communicate, so continue this in the playground. Include simple pictures and Braille.

Orientation maps which illustrate the layout of the outdoor space help autistic children to anticipate where they are in relation to the rest of the grounds and what is coming next.

This helps to avoid unwanted surprises that can cause anxiety, as children with autism can be uncomfortable with change. Clear signage and maps help them to adjust.

● Get gardening - Gardening is a fantastic resource that provides opportunities for increased socialization. It is brilliant because it encourages small group and one to one interaction. Planters, Digging Areas and Wildlife Areas all serve this purpose and offer endless enjoyment. These activities help to increase fine and gross motor skills, body awareness, and motion.

They are also a way of helping children to overcome sensory issues as they allow children to become familiar with different colours, shapes, scents and textures in a safe environment with regular and consistent exposure. All this while providing the calming connection to nature that really supports children with autism and ADHD symptoms.

● Quality playground equipment - encourage children to exercise and provide opportunities for improving fine and gross motor skills, balance and coordination. A is perfect for this as it offers opportunities for climbing, swinging and balancing in a staged and sequenced structure, so children can become comfortable with moving along the stages as they are ready.

Include some Playground Markings as well as solid structures to provide educational walking challenges that don't have to involve climbing or running.

● Incorporate fixed elements to the outdoor space - things that are unpredictable can be intimidating for autistic children, so it's good to have several items that don't change, such as furniture locations, or items that contain a comforting and predictable sequenced pattern such as a hedge, or a fixed Activity Play Panel.

Build up challenge by introducing movable elements near to but set apart from the fixed elements, so that children have the sense of security that they need, but can gradually overcome some of the fears and challenges that they face by moving onto changeable areas (such as outdoor building blocks or moving vehicles).

It's about helping children to encounter and deal with everyday life situations that they might face, giving them appropriate challenges to overcome by themselves but in a supported environment.

Social stories can also help break down challenging social situations into steps for children to overcome. Children with Autism can learn to identify social cues in paticular situations, understand other people's point of views and follow school rules and routines. They are easy to write and effective for children with Special Educational Needs. Read more about how to write effective social stories for children with SEN here.
For more information and advice on designing outdoor learning spaces to support children with autism and other special educational needs, Contact Us through the website and we'll arrange a free consultation. Click here to see our range of outdoor learning products to suit all levels of ability.

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Outdoor Learning Spaces For Children With Autism

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From 27 th March to 2 nd April this year it's The National Autistic Society's World Autism Awareness Week. At least 1 in every 100 people in the UK have autism so you will most likely have met someone with autism at your school.

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Podcast for Tips on Classroom Set-Up for Students with Autism. 

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Podcast for Tips on Classroom Set-Up for Students with Autism. 

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https://educationandbehavior.com/how-to-set-up-the-classroom-for-students-with-autism/

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Every person is a unique individual, so in a group situation like a classroom, it can be extremely difficult to modify every part of an environment to meet every individual need.

However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines.
Related Article: 15 Behavior Strategies for Children on the Autism Spectrum
A distraction-free and structured/predictable environment is most conducive to learning and behavior for kids who:

become distracted easily

get overwhelmed by too much input

have visual-perceptual challenges (e.g., may have trouble visualizing where they are supposed to sit, where their area is in the room is, how to get from point A to point B)

have trouble understanding what is expected when given verbal directions (such as those with difficulty processing language)

Before creating a "distraction-free" environment at home consider the following:

As a parent, it is easy to become stressed and overwhelmed, especially with all the other things we have going on in our lives such as work, cleaning the house, paying the bills, etc.

When you have a child with learning differences or behavioral challenges, it can be especially overwhelming because you may have frequent appointments with doctors, service providers (e.g., speech therapy, occupational therapy, physical therapy, mental-health counseling, behavior specialists), your child's school, etc.

When you are juggling so many things at once it can be very difficult to ensure that your house is always distraction-free and structured, so do the best you can. You cannot be expected to be perfect and don't get down on yourself if you don't continually manage the suggestions in this article.

Additionally, some of these strategies are more practical for the classroom environment, so think about the ones that you think would work for you and your current situation.

Here are some tips for keeping your home/classroom distraction-free and organized.
Again, since every individual is different, every strategy will not work with every child. You may need to try different strategies to see what works best with your child.
1. Keep materials out of view when not in use.

Some children, such those with autism or ADHD can become overwhelmed or overstimulated when presented with too much visual and tactile (things you can touch) information so it is important to reduce clutter.

Try to have a specific place for things (e.g., toys in a bin, papers and pens in a drawer, etc.). If you want your child to get through dinner or homework/classwork without distractions, move distracting material out of the environment or keep it in a closed container.

If you have the containers on shelves, (as is often the case in classrooms) it can be helpful to hang a cloth over the shelves so your child is not distracted by the actual bins (e.g. , wanting to go over to them, take the materials out of them, etc.).

Here is an example. Some children may do well with organized bins such as the ones in the bookshelf on the left in the image above. Since the materials are put away in bins, this might be sufficient to keep some children from becoming distracted or over-stimulated by the items.

Other children may need the bins to be covered entirely as shown in the bookshelf on the right (above). It is covered with a piece of canvas cloth.

Have a schedule that lets students know when they will be using those materials and/or give specific directions for when students can go get materials from the bins.

For students who have trouble reading and/or understanding verbal language, use words and pictures to indicate what is in the bins. This will help students identify where to get the items they need and where to put items away. See an example below.

2. Minimize what is on the walls.

Sometimes children with autism or ADHD, who are in a general education classroom, get easily distracted by all the artwork and decorations they see. This can actually happen with any child, not just those with ADHD or autism.

In a general education classroom, it is difficult to keep all these items covered up/not visible because children who do not get easily distracted by this type of input benefit from seeing artwork and decorations around the room and having open access to materials. Try to compromise so you are meeting all students' needs.

You can keep the art-work and decorations in one spot, such as on a bulletin board (right outside the room or in a specific location in the room), rather than all over the room. The same would go for materials, as shown in the bookshelf images above.

Here are some examples:

Seat students who get easily distracted or over-stimulated away from the decoration board.

3. Give the classroom or learning space clearly defined areas.

This is more applicable to classrooms that have different stations (e.g., reading area, seat-work area, computer area, play area, sensory area, etc.).

You can use tape, room dividers, different color carpet (e.g., some carpet stores may donate left over pieces of carpet) or bookshelves to section off areas.

Here are some examples from autismtank.blogspot.com of classrooms with clearly defined areas.

and some more from theautismhelper.com

Students who are easily distracted, overwhelmed by too much input, have difficulty understanding the concept of staying in a specific area, or have trouble navigating the classroom, often benefit from this type of room delineation.

Use pictures and words to label the different areas to help students remember what each section of the room is used for.

For example, you could have something like this for your seat-work area:

4. Have a schedule, written & visual.

With a schedule, students know when they will be using the different areas and what they will be doing throughout the day. Refer to the schedule as your students move through different activities.
Related Article: How to Use Schedules to Improve Children's Behavior
Some students do better with mini-schedules.

You may want to have the different sections of the schedule removable so children know which parts have already been completed and what they still have left to do. You can do this by purchasing velcro and laminating the different pieces of the schedule.

5. Some children benefit from having their specific spot to work, play, or eat, visually defined.

There are different ways you can go about visually defining an area. For instance, a child who has trouble staying in his assigned area in the classroom may benefit from tape on the floor around his spot, so he knows where he is expected to be.

It is perfectly acceptable to allow students who have the need to move, stand up while they work, and even have some room to move around their desk/chair, but they still need to have some boundaries.

For example, the teacher may not want them to walk all around the classroom at any time, so tape is one way of teaching them where their area is.

To not single any student out, why not give all the students tape? This makes it easy to point or show them where they need to be when you want them to go back to their space. Small area rugs can also be used in the same way.

See an example of tape on the floor below:

Another way to visually define a student's space is to use cushions or mats when sitting on the carpet. This helps them know where their spot is. You can even delineate spots with tape. You may want to do this if you think students will play with their mats or cushions.

For another option, some rugs, such as the ones teachers use during storytime, have letters, numbers, or squares on them, which can also be used for students to know their space (e.g. "Brian, sit on the letter A).

Here is an example of using mats to delineate spots on the floor

and another example of a rug that uses squares to designate spots (you can also ask students to sit on a letter or image on the outer edge of the rug):

Some children benefit from having their workspace on their desk visually defined as well. As an example, if you have your classroom set up so that children sit at a table in groups of four, some children may need a visual aid to help them understand their workspace.

You can use tape to delineate that space. Some children with visual perceptual and language processing difficulties have trouble following verbal directions such as "keep your materials in your space," and benefit from a visual definition. Here is an example of using tape to help children understand their workspace:

Additional Considerations for Setting Up Classroom or Learning Spaces for Students with Autism, ADHD, or Other Needs.

This article primarily talks about how to keep spaces visually organized and how to keep visual distractions to a minimum. Some other things you might want to consider in your classroom is a cozy space/corner for students to relax/calm down such as the one shown in the example below.

You may want to include books, a comfy blanket, and some calming objects. This is one example, but there are a lot of ways to create a cozy corner.

If it works for your classroom setup, you also may want to include a section in your room that allows for movement.

Items may include a stability ball or wobble seat for sitting/bouncing on (some classrooms are actually replacing traditional seats with this type of seating), a hanging swing, or a trampoline.

This area can be used as an area for students who need frequent movement breaks throughout the day. You may want to incorporate sensory/fidget items in the break area as well, or allow students to hold fidget items during learning time.

Students should have clear-cut guidelines for how these items can be used, so they do not become a hindrance or a distraction.

Remember to keep your break space or calm-down space in their own sections of the classroom so it is easy for students to identify where they are.

Did I miss something? Comment below and let me know!

I would love to see a picture of your learning space!

References:

Education and Behavior - Keeping Us on the Same Page for Children!

Classroom Furniture & Accessories

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5 Tips to Set up the Classroom for Students with Autism and ADHD

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Every person is a unique individual, so in a group situation like a classroom, it can be extremely difficult to modify every part of an environment to meet every individual need. However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines.

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Modeling is an evidence-based practice that involves the learner watching someone correctly performing a target behavior. This occurs before the leaner completes the task.

Modeling with play skills can be beneficial for a child with Autism because it not only allows for the child to see how to play with the object, use their imagination, or play pretend, but it also allows for social engagement with others.

Modeling is a simple evidence-based practice and can be completed by an adult showing a child how to complete the task, the child watching a peer that is trained on the task, or through the use of a video showing the activity for the child to watch.

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https://www.youtube.com/watch?v=mMMUdG0h2G0

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Autism Video Modelling to Teach Play Skills: Block Tower

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Parent-Implemented Intervention is an evidence-based practice which the parents of the child with Autism are trained on the what to do with the child to increase learning opportunities and the gaining of important skills. These can be utilized in the home or the community with the parents.

This is a good program for parents, especially with play, because they are often the ones with the child the most and in a setting where a substantial amount of play can occur. The parents should be trained on what type of skills are being requested to be learned and how they can do so through different types of play.

This would be beneficial to a child because their parent is someone that they are familiar with and more likely to engage compared to others. The parents also tend to have a good understanding of the likes and dislikes of their child along with things that may or may not work.

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https://playproject.org/parents/

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The PLAY Project (PLAY) is a cost effective, evidence-based, autism early intervention program that is parent implemented and play-based. PLAY uses the family's relationship to intervene and help the child reach their full developmental potential.

Our expert coaches-certified PLAY Project Consultants-help parents engage with their often hard-to-engage child in a way that is fun, and promotes the next stages of social-emotional learning. PLAY Project families experience the joy of seeing their child make progress first hand.

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Autism Treatment - Parents and Caregivers | The PLAY Project

# data[].attributes.attachment_link.description
The PLAY Project (PLAY) is a cost effective, evidence-based, autism early intervention program that is parent implemented and play-based. PLAY uses the family's relationship to intervene and help the child reach their full developmental potential. Our expert coaches-certified PLAY Project Consultants-help parents engage with their often hard-to-engage child in a way that is fun, and promotes the next stages of social-emotional learning.