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Information for educators
Day-to-day routines
Outside play time
In this section...
Day-to-day routines
Classroom activities
Outside play time
Currently selected
Specialist lessons
Ending the day
Supply teachers
Starting the Prep day
Before the bell
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
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Outside play time
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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
sensory issues
and to provide more structure if possible
provide visual cues (list, schedule, next activity prompt) to
support comprehension
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 Mind
) 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 modelling
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 attention 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 communication
Tips for understanding and addressing sensory processing difficulties for students with ASD
Understanding and addressing bullying at school - considerations for students with ASD
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Last updated 18 September 2020