https://padlet.com/lic2182/ukwd5wjl5s3o0y Information for a family with a 4-year-old child that was recently diagnosed with Autism. This information is to help with any questions or concerns that they have regarding social skills and development within play. en-us 2022-11-20 22:57:03 UTC 2025-09-28 14:13:43 UTC hello@padlet.com https://padlet.net/icons/png/1f58d.png lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391744634 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.


]]> 2022-11-20 23:21:22 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391744634 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391746313 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. ]]> 2022-11-20 23:25:12 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391746313 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391746634 https://www.thesensoryspecialist.com.au/blogs/blog/autism]]> 2022-11-20 23:25:53 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391746634 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391755543 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. ]]> 2022-11-20 23:43:44 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391755543 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391757730 -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. ]]> 2022-11-20 23:47:26 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391757730 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391758832 https://www.youtube.com/watch?v=RLGDUE5Ek6o]]> 2022-11-20 23:49:32 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391758832 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391759606 https://www.nhsggc.org.uk/kids/life-skills/play-leisure/functionalmanipulative-play/]]> 2022-11-20 23:50:54 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391759606 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391768469 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. ]]> 2022-11-21 00:06:05 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391768469 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391770694 -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. ]]> 2022-11-21 00:09:14 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391770694 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391771864 https://difflearn.com/blogs/news/go-play-the-importance-of-symbolic-play-in-early-childhood]]> 2022-11-21 00:11:12 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391771864 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391772514 https://www.speciallearninghouse.com/pretend-play-ideas-autism/]]> 2022-11-21 00:12:09 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391772514 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391773309 https://www.youtube.com/watch?v=5ZqRLGbA4U8]]> 2022-11-21 00:13:12 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391773309 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391782079 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. ]]> 2022-11-21 00:25:23 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391782079 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391786920 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. ]]> 2022-11-21 00:31:32 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391786920 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391787930 http://www.eclre.org/media/84761/adaptingactivitiesand_materialsec-1.pdf]]> 2022-11-21 00:32:45 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391787930 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391788796 https://blog.stageslearning.com/blog/12-popular-games-adapted-for-children-with-autism]]> 2022-11-21 00:33:46 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391788796 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391791771 https://www.teacherspayteachers.com/Product/Guess-The-Person-Game-Visual-Supports-for-Autism-ABA-Special-Education-1809482]]> 2022-11-21 00:37:22 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391791771 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391799477 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.  ]]> 2022-11-21 00:46:25 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391799477 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391801075 https://www.pentagonplay.co.uk/news-and-info/outdoor-learning-spaces-for-children-with-autism]]> 2022-11-21 00:48:13 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391801075 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391801860 https://educationandbehavior.com/how-to-set-up-the-classroom-for-students-with-autism/]]> 2022-11-21 00:49:07 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391801860 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391807086 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. ]]> 2022-11-21 00:55:24 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391807086 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391807884 https://www.youtube.com/watch?v=mMMUdG0h2G0]]> 2022-11-21 00:56:24 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391807884 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391816602 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. ]]> 2022-11-21 01:06:27 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391816602 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391818123 https://playproject.org/parents/]]> 2022-11-21 01:07:56 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391818123 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819432 2022-11-21 01:09:20 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819432 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819632 2022-11-21 01:09:33 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819632 lic2182 https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819824 2022-11-21 01:09:44 UTC https://padlet.com/lic2182/ukwd5wjl5s3o0y/wish/2391819824