Outside play time

​​​​​Moving to play areas​

Possible issues

• following rules
• lining up and moving with the group
• moving to main school playground.

Possible reasons for issues developing

• difficulties integrating information from all of the senses at one time especially if it is busy, loud and unstructured (unpredictable)
• flexible thinking: resistance to new or different routines and environments
• executive functioning: not sure how to prioritise demands, make choices, think of alternative responses
• communication: challenges understanding the verbal instructions
• some students with ASD have difficulty coping with chaotic, noisy and unstructured nature of play or break times
• limited experience or concept of school rules
• limited awareness of danger and dangerous situations.

Suggested strategies and tips

• allow the student to be at the front or back of the line to avoid having to touch or be touched by others; this may also limit 'touching' of others by the student
• stagger or modify the time the student goes out to play to minimise sens​ory issues​ and to provide more structure if possible
• provide visual cues (list, schedule, next activity prompt) to support comprehe​nsion of verbal instructions
• enhance verbal instructions with cues such as a photo of the play area or show the student their hat to indicate it is time to go out to play
• modify the environment so the student is more aware of the boundaries: taped or painted lines to show boundaries; signs to show edge of play area
• teach the student to walk with a buddy​ to the designated play area
• teach student to walk with hand held if necessary
• provide a calendar or weekly timetable to show where the student plays each day if it changes; highlight changes due to the weather (rain) on the calendar showing alternative play options when necessary
• provide simple visual rules for play time limit waiting or unstructured time
• use visual cues (time on watch, fingers counting down, when play starts/kids line up) to teach the time concept
• develop a routine​ and ensure it is clear, simple and predictable
• provide structure so student knows what to do: wait on the playground; sit on the chair; stand/line up on the x or card footprints on the floor.

Play skills

Possible issues

• turn taking and requesting a turn
• waiting for a turn
• sharing
• controlling or dominating play
• imaginative play concerns
• bullying.

Possible reasons for issues developing

• difficulties understanding and responding to the social demands of play; reading others' body language and learning the social rules of play
• difficulties seeing others' point of view or the impact of their behaviour upon others (Theory of Min​d​) communication challenges; understanding and responding to peers play
• difficulties with rigid play often relate to needing to be able to predict or control what is going to happen as well as difficulties considering alternate options
• feeling out of control or not able to predict consistently when they will get another turn, so prefers to control play, activity or item.

Suggested strategies and tips

• use video m​odelling to teach play skills
• access the playground at alternate times to explicitly teach the student how to use the equipment and to explore the playground
• use visual prompts such as photos of how to play specific games, rules for chase games and choices of play themes to choose from
• explicitly teach the student how to turn take and share: first with an adult, then with small groups of peers
• use a turn taking visual cue to show who is waiting and who is having a turn to support comprehension
• monitor interactions if the student appears vulnerable to bullying or is consistently controlling peers
• reduce play time to ensure success e.g. if student is only able to sustain interactive play for 15 minutes, allow them to access solitary play outside the classroom or in library after 15 minutes of interactive play to ensure play time is positive
• provide structure when possible such as a list of play tasks, visual rules, a set area to play in, goals to focus on, a job or role to complete, a buddy to play with etc
• consider the use of peers​ to develop play skills
• plan and scaffold the use of play to support ​curriculum access for students with ASD.
  

Sensory seeking and sensory avoiding play

Possible issues

• avoids using equipment
• doesn't want to get dirty or wet
• fixates on specific play or activities.

Possible reasons for issues developing

• flexible thinking: limited experience of and/or resistance to new or different play routines and experiences
• sensory processing differences: difficulties interpreting, modulating and coping with sensory information may result in sensory seeking (spinning, grabbing others firmly, water play) or sensory avoiding (refusal to get dirty/wet, avoiding noises and crowds) behaviours in the playground.

Suggested strategies and tips

• use visual cues such as a list to support the student to try a wider variety of play activities for short periods e.g. non-preferred play task, then preferred play task
• progressively introduce a range of sensory play activities and textures to increase sensory tolerance; repeat
• identify sensory stress triggers such as being wet so that staff are aware of plan e.g. allow student to change or call for assistance if distressed
• provide structure (choice/list of activities) so student knows what is expected of them
• teach alternative behaviours such as replace grabbing with 'gentle touch'; replace playing with water taps with driving cars through shaving cream on a table top or access one bucket of water
• teach rules regarding play if necessary such as "Only one bucket of water in the sand pit" or "10 minutes of slide then finished" allow some quiet time to calm the senses.​

Unsafe or challenging behaviours

Possible issues

• overly physical in play
• running away
• difficulties using play equipment
• disrupts the play of others
• vulnerable to manipulation by others.

Possible reasons for issues developing

• sensory processing; may not be aware that their touch is strong or hurtful; may enjoy sensation of others being upset
• anxiety relating to change of environment: classroom to playground
• difficulty predicting what will happen or what is required of student
• overwhelmed or overstimulated by sensory input (noise, movement, people, smell, touch - people bumping)
• unable to see or predict boundaries
• difficulties expressing feelings and preferences
• wanting to initiate interactions with others but unsure how to start
• limited awareness of danger and dangerous situations.

Suggested strategies and tips

• use a story-based intervention to explain the rules or teach alternative behaviour
• use a visual reward system to teach and reward safe behaviours at playtime
• provide a safe place​ for the student to go to if stressed (e.g. inside slide tunnel in playground, classroom reading area, walk with adult on duty)
• teach alternative way of gaining attent​ion or interaction such as a greeting or 'high five'
• limit waiting or unstructured time by providing a choice of play activities
• provide opportunities for quiet activities that are calming for the student
• teach the student specific play skills and how to use the equipment (see above)
• modify the environment so the student is more aware of the boundaries: taped or painted lines to show boundaries; signs to show edge of play area; photos to show options/outline out of bounds areas
• consider ways to easily identify the student for easier supervision, such as a coloured hat band, but need to ensure socially appropriate and does not make the student a target
• consider supervision plans​ and ensure playground staff are aware of student's specific needs
• continued safety concerns may benefit from an examination of the function of the behaviour via a positive behaviour support​ program.

Further information

• Tips for developing social commun​ication
• Tips for understanding and addressing sensory processing difficulties for students with​ ASD
• Understanding and addressing bullying at school - considerations for​ students with ASD