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Supporting Play for Girls with Autism in Mainstream Schools

This research project aims to apply intervention strategies to support the social communication skills of adolescent girls with autism in mainstream schools. Play is crucial for their education, overall development, social skills, language development, self-esteem, and friendships. The intervention process includes collaborative working, assessment, learning support plans, training, and school/home/community support.

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Supporting Play for Girls with Autism in Mainstream Schools

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  1. Adolescents need Play too – Applying Intervention to Support Social Communication of Girls with Autism in Mainstream Schools.. Sheila Cross -Research Projects Manager Middletown Centre for Autism

  2. Research Play supports: • Education and overall development of a child (Kossyvaki and Papoudi, 2016) • Social and cognitive skills can develop (Lindsey, 2014). • Social language is supported, self-esteem, emotional development (Goleniowska, 2014) and friendships can be constructed.

  3. Defining Play • Complex and ambiguous concept (Eberle, 2014) • Encompasses a range of human experiences. • Engaging in voluntary and inherently motivated activities –linked with recreational pleasure and enjoyment (Wolfberg 1999).

  4. Children and young people with autism • Restrictive play activities - compared to their typically developing peers (Wolfberg, Bottema-Beutel, and De Witt 2012). Why? • Nature of autism -characterised with: • difficulties in communication, • social interaction • and by the presence of restrictive interests and behaviours (Duffy and Healy, 2011; APA, 2013). • Adolescents with autism (adolescent girls with autism) are considered vulnerable to increased social demands and the complexities of social interaction (Jamison and Schuttler 2015)

  5. Case Studies

  6. Transdisplinary Model • The service provides: • Collaborative working • Assessment • Blending best practice interventions • Learning Support Plan • Training • School, Home, Community Support

  7. Intervention Process

  8. Goals of Intervention & Strategies - Ashley

  9. Attention Autism Post Primary Model Foam Dome Lemon Volcano Paint Spinner AIM: SPONTANEOUS COMMUNICATION VISUALLY BASED AND HIGHLY MOTIVATED ACTIVITIES *For illustrative purposes this picture has been extracted from google images

  10. Role Plays/Video Modelling Scenario 1 Sarah sets her bag down in Carolyn’s way. Carolyn trips over it and hurts herself. Sarah apologises and checks if Carolyn is ok. Not bullying: An accident Scenario 2 Carolyn is texting on her phone. Sarah comes up to her and makes a mean comment, e.g. “who are you texting, no one would want to hear from you.” Carolyn becomes upset. Sarah continues making other nasty comments and laughs. Bullying: pupil unable to defend herself, negative comments continue even when the pupil becomes upset. 

  11. Board Game

  12. Goals of Intervention & Strategies - Amanda

  13. 5 Point Scale Show Teacher the card so I can go to the library. Show Dad the card so I can go to my room. Read to calm down Take a break in the library Tell my teacher Tell my dad Watch a funny anime Draw on the white board Tell my teacher Exercises Tell my dad At home read or exercise Adopted from Kari Dunn Buron

  14. Take Ten • Stress control training App • Trains your body and mind to work together to become more resilient to stress • Using visualisation, Positive thinking and Games

  15. Positive Memory Book/Record-Reflect

  16. Goals of Intervention & Strategies - Noleen

  17. Extending Interests- Books & Exercise Henry OT ‘Tools for Teens’ • Aspie Girls by Rudy Simone

  18. Emotional Tool Box & A Worry box • Books • Art • Music • Having a cup of tea • Having tea and talking to Mum • Physical exercise (going for a walk) • Worry Box • Diary/worksheets to prepare for outings Adapted from Professor Tony Attwood’s Book ‘Cognitive Behaviour Therapy to Manage Anxiety’

  19. Introducing new leisure activities • Candle & Jewellery making • Extending creative interests • Developing new skills • Sense of achievement • Building self esteem • Provided new topics of conversation

  20. At the end of intervention….

  21. 6 months following intervention

  22. Encouraging ‘play’ – key learnings • Strengths and interests • Needs and challenges • Support- understand and identity their feelings/emotions • Providing resources to help express/communicate • Understanding how autism impacts them and others • Provide opportunities to ‘play’/engage in leisure activities • This will help lead to Positive attitudes • Regulating emotions • Developing social communication skills

  23. Keep up to date with Events at the Centre Register for our regular Newsletter at: www.middletownautism.com Follow us on Twitter @autismcentre Find Middletown Centre for Autism on Facebook

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